counselling psychology phd programs canada

PhD in Counselling & Clinical Psychology

Field: clinical & counselling psychology.

This program develops your research and theoretical knowledge in counselling and clinical psychology, and provides you with assessment skills, and knowledge in training in a range of professional issues. It also prepares you to apply for registration as a Psychologist with the College of Psychologists of Ontario (CPO).

Designed for practicing professionals, the flexible-time PhD option enables students to continue working while pursuing their studies. Flexible-time students are self-funded. Learn more .

OISE offers a OISE Graduate Funding Package to students in their first four years of a PhD program, excluding the flexible-time PhD.

OISE's Graduate Funding Package covers the cost of tuition, and helps offset other living expenses. Last year, awards averaged around $25,000 per eligible student.

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Doctor of Philosophy (PhD) in Counselling Psychology

Thesis-based, on campus degree

The Doctor of Philosophy (PhD) in Counselling Psychology prepares individuals to develop the philosophical, theoretical, and research expertise in counselling psychology required of those who wish to offer effective psychological education and counselling and to work as counselling psychologists in a variety of public and private practice settings.

The PhD program is accredited by the Canadian Psychological Association (CPA), and course content follows CPA's accreditation guideline standards for training.

A program committed to social justice

The mission of the Counselling Psychology program at the University of Calgary (hereafter the Program) is to prepare the next generation of Counselling Psychologists to be reflexive, critical, and culturally responsive researchers, educators, and practitioners. Taking on a generalist approach, the Program prepares students for careers in a wide range of settings, including education (schools, colleges, and universities), government, social services, health units and hospitals, community agencies, business and industry, and private practice. Both the MSc and PhD programs are grounded on a scientist-practitioner model, emphasizing: integration of science and practice; critical evaluation of theory, research, and practice; and generation and dissemination of cutting-edge knowledge. Furthermore, the Program upholds an active commitment to social justice, highlighting the importance of infusing advocacy in both the science and practice of psychology. As such, with the power and privilege obtained as Counselling Psychologists we aim to aid in understanding, healing, and advocating for wellbeing and justice within and beyond our communities.

The PhD program in Counselling Psychology at the University of Calgary has been accredited by the Canadian Psychological Association (CPA) since 2010-2011: Office of Administration, CPA, 141 Laurier Avenue West, Suite 702,  Ottawa, ON K1P 5J3. 

The program's term of accreditation goes until the year 2020-2026.

Program Information for Current Students

Program requirements.

The PhD in Counselling Psychology has a minimum requirement of two years of full-time residency on-campus. Maximum completion time allowed for the Doctor of Philosophy degree is six years.

The requirements for completion of the PhD program are as follows:

a) 24 units of course work at the doctoral level that includes:

i. Educational Psychology 706  and  707  and an additional 3-unit course in research methods at 600 or 700 level as approved by the supervisor;

ii. Educational Psychology 712 ,  713  and  731 ;

iii. Educational Psychology 752  and  EDPS753 ; and  EDPS772  and  EDPS773 . Note: Please see Practicum and Internship section below.

b) Candidacy requirements.

c) Dissertation.

d) A twelve-month full-time PhD Internship. Note: Please see Practicum and Internship section below.

Applicants who are offered admission as a qualifying student due to missing pre-requisite coursework or practicum hours will be required to take additional courses or to complete additional practicum hours within the doctoral program to ensure equivalent training. A qualifying student may take up to 12 units to meet equivalency requirements during the qualifying year. Qualifying status will be granted for a period not exceeding one year.

Course content addresses theory, research, and practice in the domains identified by the Canadian Psychological Association (CPA) for accreditation of doctoral programs in professional psychology.

Candidacy Examination

Candidacy must be completed within 28 months from the program start date. Admission to candidacy is an acknowledgement that a student is fully prepared to devote his/her full attention to the dissertation research. For admission to candidacy, the Faculty of Graduate Studies requires that (1) all mandatory course work has been completed, (2) an oral candidacy examination has been successfully passed, and (3) a dissertation research proposal has been approved by the student’s Supervisory Committee.

Dissertation

The Doctoral thesis is the focus of the degree program. In consultation with the supervisor, the student should formulate an appropriate thesis topic as early as possible in the program because the thesis proposal affects the choice and number of courses needed in order to complete the program. The thesis proposal must be approved by the supervisory committee before continuing towards candidacy.

Ethics approval is required for all research projects involving the use of human subjects, before data collection begins and for research using secondary data. Prior to submitting an ethics application, students must complete Ethical Conduct for Research Involving Humans: A Concise, Online Tutorial,  https://research.ucalgary.ca/conduct-research/ethics-compliance/tcps2-core-tutorial , and attach the certificate issued upon completion to the ethics application form.  

To initiate the ethics approval process, the student must submit a copy of the application (available on the Research Services website) to the Conjoint Faculties Research Ethics Board or the Conjoint Health Research Ethics Board.

Police Information Check

see Practicum and Internship section below

Supervisory Assignments

An interim supervisor is normally appointed at the time of admission. Students are responsible for initiating discussions with potential permanent supervisors and are expected to have finalized supervisory arrangements by their second annual registration.

Working with your supervisor

Financial Assistance

Financial assistance may be available to qualified students. For information on awards, see the Awards and Financial Assistance section of the Faculty of Graduate Studies website. Students applying for scholarships must submit their applications to Graduate Programs in Education by February 1.

Faculty Members/Research Interests

Current faculty members and their areas of interest can be found by going to the  Counselling Psychology: Faculty Members  page.

Checklists and Forms

Doctoral Procedures Checklist

At the beginning of program:

• Register for an eID to access  myUCalgary . Keep your eID and password confidential.
• Accept your Offer of Admission in the online Student Centre .
• Activate your UCalgary  IT computing account  that comes with a UofC email. We strongly encourage you to use this email while in program.
• Before you start utilizing your UofC email, update your email address in the online Student Centre .
• Confirm your current e-mail address to your Graduate Program Administrator (see your Admission Letter for contact information). Please include your full name, UCID number, program, and specialization.
• Attend one of the scheduled Virtual Welcome Sessions for Graduate Programs: Education (GPE) students.
• Attend one of the scheduled Student Orientations to GPE Online Delivery Tools. We recommend this for students in on-campus programs, due to the fact that online tools may be utilized in on-campus courses.
• Connect with your supervisor to plan your program.
• Initialize your registration .
• Register for courses.
• Check with FGS, Research Services and SSHRC for possible research funding.

Within 12 months:

• Confirm the number of courses required for program completion with the supervisor.
• Submit the online Annual Progress Report form through student centre, approved by supervisor, and Graduate Program Director of GPE or designate.

Every 12 Months:

• Complete  registration initialization .

Within 15 months:

• Consult with supervisor regarding the appointment of the supervisory committee. Complete the Appointment of Supervisory Committee form.

Within 28 months:

• Request candidacy examination guidelines.
• Complete all course work prior to the candidacy examination.
• Submit a research proposal to the supervisory committee. If acceptable, this proposal is signed by the members of the supervisory committee and placed in the student's file.
• Complete candidacy requirements and examination.

Within 4 to 6 years:

• Have ethics application approved before collection of data.
• Complete thesis and final oral examination.
• Submit two unbound copies of the thesis to the Faculty of Graduate Studies along with the Thesis Clearance form.
• Submit an Application for Degree through your Student Centre .
• Attend convocation and celebrate.

Program Forms

There are various forms related to a student’s progress through their graduate degree. Please refer to the forms for detailed instructions on their proper completion. Students who have any questions or concerns should contact their Graduate Program Administrator. Required forms are available in the GPE office and some can be accessed by downloading them from  Faculty of Graduate Studies .

PhD Funding

The Werklund School of Education provides funding opportunities for full-time doctoral students admitted to the on-campus program, for the first 4 years in program.

Awards and Scholarships

Current students  are  required  to apply for internal and external scholarships (e.g., Tri-Council awards including SSHRC, CIHR), for which they are eligible to be considered for program funding for the following academic year.

Practicum & Internship

For information on the Association of Psychology Postdoctoral and Internship Centers (APPIC) Match Dates, please go to,  http://appic.org/Match/About-The-APPIC-Match/APPIC-Match-Dates .

The EPPIC Match & Post Match Schedule is available on the CNPY & SACP Internship D2L shell.

All successful applicants to the Werklund School of Education School PhD Counselling Psychology program are required to provide a current and clear Police Information Check which includes a Criminal Record Check and a Vulnerable Sector Search. Students must apply for a Police Information Check through their nearest police service or RCMP detachment in the area where they reside.

The original Police Information Check must be presented to and accepted by the administration in the Graduate Program Office in the Werklund School of Education, dated within timelines as directed by the Placement Coordinator.

Students will be required to request a Police Information Check upon admission and each subsequent year that they go on placement ( Educational Psychology 772 , 773 , 752 , 753 , and PhD Residency ).

A current and clear Police Information Check is required for all placements. Failure to present a clear and current Police Information Check may result in the student being unable to begin their program and/or go on placement. Successful completion of all placements is required for graduation.

Intervention Record Check

In addition, it is  strongly recommended  that students obtain an Intervention Record Check (IRC) in each year that they participate in a practicum. Even if your site does not specifically require this check, it is to your advantage to have an IRC done so as to prevent a potential issue should there be a last minute change in your placement site.

NOTE: IRCs are not required by the Werklund School of Education (WSE), and should not be submitted to WSE. Results should be kept in your personal records, and shown to your practicum site should they request to view them.

Practicum Schedule

• EDPS 772 - Off Campus – Community based (Fall term)
• EDPS 773 - Off Campus – Community based (Winter term)
• EDPS 752 - - Off Campus – Community based (Fall term)
• EDPS 753 - Off Campus – Community based (Winter term)
• Off Campus – Community based (Fall, Winter, Spring & Summer terms)

*Preference for EDPS 772 & 773 (formerly EDPS 743) to be taken in year 1. However, if student is missing assessment pre-requisite course upon admission, they must take EDPS 752 & 753 (formerly EDPS 742) in year 1.   ** Students are required to obtain approval from the Director of Training (DoT) and thesis supervisor via a Readiness to Apply form before applying to residency sites.

Graduate Supervision

As a Graduate Student you are expected to devote the time, effort, and energy necessary to engage in scholarship.  As a graduate student, you will determine the specific milestones and requirements of your program of study in consultation with the Faculty of Graduate Studies Calendar and with your graduate supervisor. 

An integral part of the doctoral experience is working closely with a supervisor on the development and completion of a research project.  A graduate supervisor mentors graduate students through regular meetings and research training aimed at research, scholarship, teaching and professional development. Graduate supervisors support students in the timely completion of their programs.  As a Graduate Student, you are expected to meet with your graduate supervisor on a regular basis.  While each student-supervisor relationship is unique, graduate supervisors can assist graduate students in a number of ways: advising on course selection, applying for awards and scholarships, obtaining research funds, applying for teaching assistant and sessional teaching opportunities, developing track records in refereed publications and conference presentations, getting involved in leadership and service, and encouraging and supporting apprenticeship in a research community of practice (collaborative review of papers, grants, academic writing, and data analysis). 

In the PhD program a supervisor is normally appointed at the time of admission.

Centre for Wellbeing in Education

The primary mandate of the Centre is to provide a Centre of excellence in research, education and service through a  coordinated holistic  vision for the  wellbeing  of children, youth and transition-age youth (ages 4-25). learn more

Graduate students may participate in the intervention services provided by the Centre.

Graduate Program Administrator

Megan Freeman

Academic Coordinator

Dr. Tanya Mudry, Associate Professor

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Counselling Psychology

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Our Mission

The Counselling Psychology Program, in line with the mission of the research-intensive University of British Columbia, creates, advances and critically examines knowledge in counselling psychology, especially with respect to its validity, applicability, limits, and interface with other disciplines. In developing and applying pertinent and innovative research methodologies, the Counselling Psychology Program relies upon and builds qualitative and quantitative evidence to determine effective counselling interventions in educational, community, health, and occupational settings.

Our Culture & Core Values

The Counselling Psychology program recognizes the critical importance of diversity in our rapidly changing and globalized society, and provides leadership in emphasizing culturally-based considerations in learning, human development, assessment and counselling. In addition to its cultural lens, our program embraces positive, growth-oriented, and developmental perspectives across the lifespan.  Attention is also paid to the complex ecological influences on individuals, groups and communities. Our faculty members’ programs of research reflect the core values and foci of the discipline of Counselling Psychology: career development, health and wellness, indigenous healing, gender and cultural diversity, disability, and social justice issues. Our Master’s and Doctoral programs address the needs of individuals, couples and families across the lifespan in terms of research, teaching and counselling practice.

Our Mandate

Our graduate programs adhere to the scientist-practitioner model. Rigorous theoretical and research training is integrated with the development of core counselling competencies. In addition to our core curriculum at the Master’s and Doctoral levels, our students can specialize in community, school, higher education or vocational rehabilitation counselling. Our programs focus on the education of the whole person – promoting not only students’ professional development, but also helping them to realize their intellectual, physical, and emotional potential. Faculty view their roles as facilitators of learning rather than providers of information, and strive for excellence in their research, teaching, and community and professional engagement. The mandate of our programs is the preparation of professional counsellors, counselling psychologists, and scholars in the field of Counselling Psychology.

Program Goals

The mission, philosophy and values of the Program are represented in five specific program goals:

Graduates will demonstrate critical understanding of counselling theory, research, and practice and in the pursuit of a Master of Arts degree will demonstrate competence in planning, conducting, evaluating, and disseminating counselling psychology research.

Graduates will have mastery of theoretical and empirical knowledge in Counselling Psychology.

Graduates will acquire and demonstrate competency required for practice as counsellors in schools, community agencies, higher education, and vocational rehabilitation settings.

Graduates will understand and demonstrate ethical and professional conduct in counselling psychology.

Graduates will understand and demonstrate their knowledge of the role of diversity in all areas of counselling psychology research and practice.

Welcome to the Graduate Program in Psychology

Diploma, master of arts (ma), doctor of philosophy (phd).

York University's Graduate Program in Psychology is the largest program in Canada. It is also one of the most diverse—with seven areas of specialization and numerous opportunities for interdisciplinary study.

Learn More About Our Program

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Psychology at a Glance

$13 million+.

Currently held in external research funding

Faculty members of the Graduate Program in Psychology

Areas of specialization

Featured Faculty

Tali Boritz

Research Interests

Psychotherapy process and outcome, with particular emphasis on the treatment of borderline personality disorder (BPD) and complex trauma.

Thanujeni (Jeni) Pathman

Cognitive development and developmental cognitive neuroscience

Joey T. Cheng

Psychological underpinnings of social hierarchy, overconfidence, and competition.

Joseph DeSouza

Eye, head and visually guided movements, multisensory processing, motion processing pathways and how these mechanisms are modulated by attentional mechanisms.

CeAnn Marks’ research primarily focuses on the sex differences in concussion recovery. The observation is to note the differences in how males and females recover in visuomotor and emotionality domains. She is also doing work regarding trauma and cognitive motor performance. This is to determine if individuals who have suffered from emotional trauma show impairments in motor performance.

The Graduate Program in Psychology at York is an exciting environment to pursue innovative, socially engaging, career-ready education. Contact our Graduate Program Assistant to learn more.

Connect with Psychology

School of Graduate Studies

Counselling psychology, program overview.

The Counselling Psychology program is offered by the Department of Applied Psychology and Human Development at the Ontario Institute for Studies in Education (OISE), leading to the Master of Education (MEd) and Doctor of Education (EdD) degrees.

There are three fields:

• Counselling and Psychotherapy (MEd, EdD)
• Global Mental Health and Counselling Psychology​ (MEd)
• Guidance and Counselling (MEd)

In the field of Counselling and Psychotherapy, the MEd program provides individuals with the opportunity to learn and develop counselling skills appropriate for a variety of work settings. Students are encouraged to develop their courses and practicum learning experiences to suit their own goals. Examples of the types of goals for which suitable programs of study could be developed are adult counselling and psychotherapy, college and university counselling centres, career counselling, geriatrics counselling, multicultural counselling, and community mental health and family life centres. The program of study provides students with the basic preparation for certification as a Certified Canadian Counsellor (CCC) with the Canadian Counselling and Psychotherapy Association (CCPA) and as a Registered Psychotherapist with the College of Registered Psychotherapists of Ontario (CRPO).

Counsellor training in the EdD program emphasizes the role of the counsellor in the educational system, the acquisition of effective supervisory and consultative skills, and the development and assessment of student counselling services in addition to the advanced study of counselling theory and practice. Graduates will be prepared to take leadership positions in the field of educational counselling; as educators in colleges and institutes of education; as directors and coordinators of school guidance programs; as specialists in the provision of counselling-related, in-service training for school personnel; and as providers of advanced levels of personal counselling to school, college, and related populations. This option will be especially attractive to individuals who have demonstrated a career commitment to the provision of counselling services in an educational and community setting.

In the field of Guidance and Counselling, the MEd program helps meet the need for well-prepared practitioners in the field of guidance and counselling in the schools. Therefore, strong preference for admission to this degree program is given to experienced teachers who are interested in specializing in guidance and counselling in the schools. The program of study provides students with the basic preparation for certification as a Certified Canadian Counsellor (CCC) with the Canadian Counselling and Psychotherapy Association (CCPA). The MEd program is typically offered on a full-time basis with a limited number of part-time spots available.

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“I hope one day I will be able to give back to others as they have given back to me.”

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MA and PhD Counselling & Clinical Psychology

Program:   Counselling and Clinical Psychology Field:   Clinical Psychology Degree:  MA and PhD Duration:  Full-time 2-year Master of Arts and 5-year Doctor of Philosophy

Housed within the Graduate Department of Psychological Clinical Science , the primary and overriding objective of graduate training in Clinical Psychology at UTSC is to produce exceptional clinical scientists according to the highest standards of research and professional practice.

Graduate training in Clinical Psychology at UTSC has primary research strengths in the areas of clinical neuropsychology and neurosciences , personality and psychological assessment , and mindfulness- and acceptance-based psychotherapies . Distinguished by its innovative cross-disciplinary approach to psychological clinical science, Clinical Psychology at UTSC emphasizes scientific innovation through novel research collaborations that push traditional boundaries in clinical science and practice. This theoretical knowledge is integrated into our clinical training which supports the delivery of evidence-based assessment and psychological interventions.

Requirements & Application Process

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• Master of Arts in Counselling Psychology (MA)
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Counselling Psychology (CNPS) offers a Master of Arts Program that is accredited by the Canadian Counselling and Psychotherapy Association.  Our masters CNPS programs allow students to focus on one of the four areas for which we have accreditation.

• Community and Agency Counselling
• Counselling in Higher Education
• School Counselling

For specific program requirements, please refer to the departmental program website

As someone interested in pursuing a PhD, a large part of what drew me to this program was the revered team of faculty members and their research interests and projects. The Counselling Psychology program at UBC is one of the best in the country and I was certain it would set me up for success as a researcher and as a clinician.

Halina Deptuck

Quick Facts

Program enquiries, admission information & requirements, 1) check eligibility, minimum academic requirements.

The Faculty of Graduate and Postdoctoral Studies establishes the minimum admission requirements common to all applicants, usually a minimum overall average in the B+ range (76% at UBC). The graduate program that you are applying to may have additional requirements. Please review the specific requirements for applicants with credentials from institutions in:

• Canada or the United States
• International countries other than the United States

Each program may set higher academic minimum requirements. Please review the program website carefully to understand the program requirements. Meeting the minimum requirements does not guarantee admission as it is a competitive process.

English Language Test

Applicants from a university outside Canada in which English is not the primary language of instruction must provide results of an English language proficiency examination as part of their application. Tests must have been taken within the last 24 months at the time of submission of your application.

Minimum requirements for the two most common English language proficiency tests to apply to this program are listed below:

TOEFL: Test of English as a Foreign Language - internet-based

Overall score requirement : 90

IELTS: International English Language Testing System

Overall score requirement : 6.5

Other Test Scores

Some programs require additional test scores such as the Graduate Record Examination (GRE) or the Graduate Management Test (GMAT). The requirements for this program are:

The GRE is required by all applicants.

2) Meet Deadlines

September 2025 intake, application open date, canadian applicants, international applicants, deadline explanations.

Deadline to submit online application. No changes can be made to the application after submission.

Deadline to upload scans of official transcripts through the applicant portal in support of a submitted application. Information for accessing the applicant portal will be provided after submitting an online application for admission.

Deadline for the referees identified in the application for admission to submit references. See Letters of Reference for more information.

3) Prepare Application

Transcripts.

All applicants have to submit transcripts from all past post-secondary study. Document submission requirements depend on whether your institution of study is within Canada or outside of Canada.

Letters of Reference

A minimum of three references are required for application to graduate programs at UBC. References should be requested from individuals who are prepared to provide a report on your academic ability and qualifications.

Statement of Interest

Many programs require a statement of interest , sometimes called a "statement of intent", "description of research interests" or something similar.

• Supervision

Students in research-based programs usually require a faculty member to function as their thesis supervisor. Please follow the instructions provided by each program whether applicants should contact faculty members.

Instructions regarding thesis supervisor contact for Master of Arts in Counselling Psychology (MA)

Criminal record check, citizenship verification.

Permanent Residents of Canada must provide a clear photocopy of both sides of the Permanent Resident card.

4) Apply Online

All applicants must complete an online application form and pay the application fee to be considered for admission to UBC.

Tuition & Financial Support

Financial Support

Applicants to UBC have access to a variety of funding options, including merit-based (i.e. based on your academic performance) and need-based (i.e. based on your financial situation) opportunities.

Scholarships & awards (merit-based funding)

All applicants are encouraged to review the awards listing to identify potential opportunities to fund their graduate education. The database lists merit-based scholarships and awards and allows for filtering by various criteria, such as domestic vs. international or degree level.

Graduate Research Assistantships (GRA)

Many professors are able to provide Research Assistantships (GRA) from their research grants to support full-time graduate students studying under their supervision. The duties constitute part of the student's graduate degree requirements. A Graduate Research Assistantship is considered a form of fellowship for a period of graduate study and is therefore not covered by a collective agreement. Stipends vary widely, and are dependent on the field of study and the type of research grant from which the assistantship is being funded.

Graduate Teaching Assistantships (GTA)

Graduate programs may have Teaching Assistantships available for registered full-time graduate students. Full teaching assistantships involve 12 hours work per week in preparation, lecturing, or laboratory instruction although many graduate programs offer partial TA appointments at less than 12 hours per week. Teaching assistantship rates are set by collective bargaining between the University and the Teaching Assistants' Union .

Graduate Academic Assistantships (GAA)

Academic Assistantships are employment opportunities to perform work that is relevant to the university or to an individual faculty member, but not to support the student’s graduate research and thesis. Wages are considered regular earnings and when paid monthly, include vacation pay.

Financial aid (need-based funding)

Canadian and US applicants may qualify for governmental loans to finance their studies. Please review eligibility and types of loans .

All students may be able to access private sector or bank loans.

Foreign government scholarships

Many foreign governments provide support to their citizens in pursuing education abroad. International applicants should check the various governmental resources in their home country, such as the Department of Education, for available scholarships.

Working while studying

The possibility to pursue work to supplement income may depend on the demands the program has on students. It should be carefully weighed if work leads to prolonged program durations or whether work placements can be meaningfully embedded into a program.

International students enrolled as full-time students with a valid study permit can work on campus for unlimited hours and work off-campus for no more than 20 hours a week.

A good starting point to explore student jobs is the UBC Work Learn program or a Co-Op placement .

Tax credits and RRSP withdrawals

Students with taxable income in Canada may be able to claim federal or provincial tax credits.

Canadian residents with RRSP accounts may be able to use the Lifelong Learning Plan (LLP) which allows students to withdraw amounts from their registered retirement savings plan (RRSPs) to finance full-time training or education for themselves or their partner.

Please review Filing taxes in Canada on the student services website for more information.

Cost Estimator

Applicants have access to the cost estimator to develop a financial plan that takes into account various income sources and expenses.

Enrolment, Duration & Other Stats

These statistics show data for the Master of Arts in Counselling Psychology (MA). Data are separated for each degree program combination. You may view data for other degree options in the respective program profile.

ENROLMENT DATA

Completion Rates & Times

• Research Supervisors

Advice and insights from UBC Faculty on reaching out to supervisors

These videos contain some general advice from faculty across UBC on finding and reaching out to a supervisor. They are not program specific.

This list shows faculty members with full supervisory privileges who are affiliated with this program. It is not a comprehensive list of all potential supervisors as faculty from other programs or faculty members without full supervisory privileges can request approvals to supervise graduate students in this program.

• Bedi, Robinder (Counselling psychology; Investigating counselling and psychotherapy as Western cultural healing practices; Counselling psychology disciplinary and professional issues in Canada; Heterodox issues in counselling psychology that challenge its dominant narratives and sacred ideas; Counselling/psychotherapy/mental health with Punjabi/Sikh individuals; Neglected topics in the Psychology of Men and Masculinity)
• Borgen, William (Career Counselling, Career/life transitions, Developmental approaches to counselling, Group counselling)
• Cox, Daniel (Counselling psychology; Motivations and Emotions; Anxiety; depression; Mental Health and Society; stress; Suicide)
• Haverkamp, Beth (Counselling Process Research, Ethics and Professional Issues, Research Design)
• Hubley, Anita (Psychological and health measurement; test development and validation; adult neuropsychological, personality, and mental health topics and assessment; research with general community and vulnerable populations (e.g. elderly, homeless, drug addicted))
• Miller, Kenneth (Mindfulness and its incorporation into mental health interventions in settings of adversity, Development of culturally grounded assessment and evaluation tools, The use of mixed-methods in intervention development and evaluation research)
• Park, CJ (Vocational psychology; Career counseling; diversity and social justice; critical consciousness; international and cross-cultural psychology; interventions)
• Tomfohr-Madsen, Lianne

Sample Thesis Submissions

• Intersecting identities and perinatal wellbeing : sexual minority status, ethnicity, and the role of social support
• Carving a way through both places : an interpretative phenomenological exploration of the experiences of Jewish lesbians
• How do Canadian nurses understand their work experience during the COVID-19 pandemic?
• Optimizing a therapeutic intervention using common factors
• Investigating changes in identity orientations for adults in sustained recovery from alcohol addiction following participation in group counselling
• Navigating abortion in adolescence : a narrative exploration of experiences and counselling perspectives
• Examining the relationships between causal beliefs, colonial mentality, treatment credibility, and help-seeking intentions among Filipinos
• Studying effects of a web-based “bridge building” intervention
• Relational constructs and suicidal-crisis outcomes : examining trajectories of connectedness, disconnectedness, and burdensomeness
• Narratives of coping among international students during the COVID-19 pandemic
• Mapping millennials' experiences of successful career change : helping and hindering factors
• Changes in acute substance use patterns following traumatic event exposure in a marginalized population : an exploratory study
• Restricted entry : do Punjabi Sikhs have equal immediate access to counselling and psychotherapy services?
• The lived experience of infant bonding in mothers with mental health and substance use problems in a supportive environment
• The duality of loyalty : confirmatory factor analysis of the multidimensional interpersonal loyalty inventory

Related Programs

Same specialization.

• Doctor of Philosophy in Counselling Psychology (PhD)
• Master of Education in Counselling Psychology (MEd)

Same Academic Unit

• Doctor of Philosophy in Human Development, Learning, and Culture (PhD)
• Doctor of Philosophy in Measurement, Evaluation and Research Methodology (PhD)
• Doctor of Philosophy in School and Applied Child Psychology (PhD)
• Doctor of Philosophy in Special Education (PhD)
• Graduate Certificate in Orientation and Mobility (GCOM)
• Master of Arts in Human Development, Learning, and Culture (MA)
• Master of Arts in Measurement, Evaluation and Research Methodology (MA)
• Master of Arts in School and Applied Child Psychology (MA)
• Master of Arts in Special Education (MA)
• Master of Education in Human Development, Learning, and Culture (MEd)
• Master of Education in Measurement, Evaluation and Research Methodology (MEd)
• Master of Education in School and Applied Child Psychology (MEd)
• Master of Education in Special Education (MEd)

Further Information

Specialization.

Programs of research reflect the core values and foci of the discipline of Counselling Psychology: career development, health and wellness, indigenous healing, gender and cultural diversity, disability, and social justice issues. Faculty members are involved in a wide range of research activities including intercultural counselling, First Nations counselling, career development and counselling, stress and coping, sexuality and reproductive health, disabilities, trauma, working with families and children in school settings, prevention of anxiety disorders, and empirically supported approaches utilizing both quantitative and qualitative methodologies.

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Master of Arts in Counselling Psychology (Online)

Canada’s leading online counsellor education graduate program.

Embark on a transformative journey with Yorkville University’s Master of Arts in Counselling Psychology (MACP). This program provides an accredited pathway to licensure, allowing you to practice as a qualified counsellor in Canada. 

Flexible Online Study – Tailored for those passionate about making a positive impact, our student-centric online program seamlessly integrates into your life.

Industry-Leading Curriculum –  Explore diverse facets of counselling, including various counselling methodologies, crisis and trauma intervention, addiction counselling, and counselling in schools.

Comprehensive Practicum – At the core of our program is an extensive practicum, providing hands-on experience in group counselling and couples and family systems.

Program Benefits

• Accreditations

Career Outcomes

Admission requirements, tuition and fees, course descriptions, testimonials.

Online counsellor education degree in Canada

Strong student and alumni community

Weeks of skills practice

Hours of robust practicum

New Term Starts Soon

January, May, September

Under 2.5 years*

*With full course load, year-round study and/or approved transfer credits. Contact an Admissions Advisor for more information.

Develop Skills With Experiential Learning

Graduate ready to work with clients. Through 23 weeks of curriculum based skills practice and a robust 30-week practicum, we equip you with the practical skills that you can apply to your work from day one.

Experience Market-Leading Curriculum

Our standard-setting curriculum is developed and managed by a robust team of credentialed faculty, student council members, and instructional design specialists. This helps maximize the effectiveness and real-world applicability of our program.

Learn From Counselling Experts

Gain a deeper understanding of client-practitioner dynamics and the impact of your profession on people’s lives. Our world-class faculty of recognized counselling experts with doctorate credentials ensure you graduate as a well-rounded and empathetic professional.

Leader in Flexible Online Education

Being consistently featured as a top online Canadian university is a testament to our dedication towards online education. Over the years, we’ve built flexible programs that you can complete while working, accelerate or extend your program duration, and start the program as soon as you are ready with our multiple start dates.

Accreditation and Recognitions

The Master of Arts in Counselling Psychology is recognized by provincial and national associations and regulatory bodies, allowing our graduates to apply for registration/membership with the following associations.

The College of Registered Psychotherapists of Ontario (CRPO)

The MACP degree has been granted Recognized Program and Clinical Experience status by the CRPO, allowing for a more streamlined process for reporting student clinical experience hours obtained during the program.

Canadian Counselling and Psychotherapy Association (CCPA)

MACP graduates are eligible to become a member of the CCPA and join Canada’s leading group of professional peers and experts. Graduates are also able to apply for their Canadian Certified Counsellor (CCC) certification – a recognition of the standards of professional preparation, continuing education, and a formal code of ethics.

BC Association of Clinical Counsellors (BCACC)

The BC Association of Clinical Counsellors (BCACC) is the largest association of clinical counsellors in BC with over 6000 Registered Clinical Counsellors (RCCs). Our MACP graduates are eligible to apply for membership and Registered Clinical Counsellor (RCC) status through the BCACC.

Nova Scotia College of Counselling Therapists (NSCCT)

The MACP degree meets all academic and clinical requirements set out by the Nova Scotia College of Counselling Therapists (NSCCT), which allows graduates to benefit from a streamlined registration/licensure process.

Ontario Association of Mental Health Professionals (OAMHP)

The Ontario Association of Mental Health Professionals (OAMHP) is Ontario’s largest association of mental health professionals. MACP graduates are eligible to apply for membership with OAMHP, join a professional network of mental health practitioners and leverage a wide variety of comprehensive tools to support their careers.

Canadian College of Professional Counsellors and Psychotherapists (CCPCP)

The Canadian College of Professional Counsellors and Psychotherapists (CCPCP) is a national, voluntary, self-regulatory college. MACP graduates are eligible to apply and become CCPCP members and demonstrate their commitment to maintaining the highest standards of ethics and competence in the delivery of mental health services.

Canadian Professional Counsellors Association (CPCA)

The Canadian Professional Counsellors Association (CPCA) is a nationally recognized, independent, self-regulated, non-profit organization registered in accordance with the National Corporate Registry of Canada. Graduates of our MACP program are eligible to apply and become members of the CPCA.

College of Counselling Therapists of New Brunswick

MACP graduates at Yorkville University are eligible to register with The College of Counselling Therapists of New Brunswick, offering students the opportunity to enhance their skills, increase their visibility, and gain access to events and educational resources.

New Brunswick Teacher Certification

Certified teachers are eligible to increase their certification level from 4 to 5 or 5 to 6 upon completion of the MACP program. This program also meets the required criteria for guidance counsellors in New Brunswick.

British Columbia Teacher Qualification Service (TQS)

Established in 1969, the British Columbia Teacher Qualification Service (TQS) is an entity jointly supported by the BC School Trustees Association and the BC Teachers' Federation. TQS places teachers in the BC public school system into a category for pay purposes based only on their education. The MACP program is one of the programs approved by TQS for increased teacher certification.

College of Vocational Rehabilitation Professionals (CVRP)

CVRP is a not-for-profit corporation established by a group of professionals committed to enhancing the professionalism and qualifications of their field. MACP graduates with relevant work experience are eligible to apply for various certifications offered by CVRP after completing an exam.

College of Counselling Therapy of Prince Edward Island

The College of Counselling Therapy of Prince Edward Island (CCTPEI) regulates the use of the title counselling therapist or CT for anyone practicing counselling therapy in the province of Prince Edward Island. MACP graduates are eligible to register with the CCTPEI and use the CT title.

The Association of Couselling Therapy of Alberta

The role of the Association of Counselling Therapy of Alberta (ACTA) is to regulate the profession of Counselling Therapists, Addictions Counsellors and Child and Youth Care Counsellors in Alberta. MACP graduates are eligible to apply to become members of ACTA and gain access to opportunities that require employees to be regulated.

Practicum is the cornerstone of skill development for every MACP student, providing a vital link between theoretical knowledge and real-world application. 

Our 400-hour practicum is one of the most robust practicum courses in the country and equips you with hands-on counselling experience through direct, supervised contact with clients.

91% of our students agree that the practicum helped them gain clinical counselling competencies required to be successful at working with clients. 

78% have discussed possible employment opportunities with their practicum site supervisors.

Graduates of the MACP program use their skills and knowledge to help people overcome psychological issues and transform their lives.

A variety of exciting and fulfilling outcomes are available to graduates of this program, including careers such as:

Psychometrist

Psychotherapist

Mental Health Service Provider

Where Our Graduates Work

Meet the Dean

Dr. Krista Schultz

Interim dean, faculty of behavioural sciences.

Dr. Krista Schultz joined Yorkville University as the Associate Dean of Student Experience in the Faculty of Behavioral Science in 2022. Responsible for a variety of new student-facing initiatives, Dr. Schultz embraces the strengthening of the student voice in the Master of Arts in Counselling Psychology (MACP) program. Dr. Schultz holds a Doctor of Education with Western University in Educational Leadership (International Contexts) and a Master of Science in Psychology as well as extensive work in the area of Clinical Traumatology. With an extensive background in post-secondary education and leadership including course development, asynchronous and synchronous delivery of courses, practicum facilitation and student supports, Dr. Schultz is a passionate advocate for equitable access to education. Her volunteer experience has included acquiring and facilitating post-secondary access for rural communities through stakeholder partnerships. Dr. Schultz holds over twenty year’s experience as a Registered Psychologist working with complex needs youth and adults in the areas of educational supports, psychosocial programming, executive and adaptive functions, social/emotional wellness, and those requiring support in transitioning to adulthood. She specializes in psychological assessment including cognition and supports clients through appropriate diagnostic considerations. Her passion in working with first responders, educators, and with Indigenous communities in the field of trauma has resulted in global opportunities for invitations to present her knowledge with a focus on evidence-based and reflective/reflexive practise for a multitude of stakeholders. Dr. Schultz is a strong advocate for a person-centred life well lived with creativity, passion, and collaboration.

Dr. Tamara Dalrymple

Associate dean, field training, behavioural sciences.

Dr. Tamara Dalrymple brings to Yorkville University over twenty years of progressive leadership experience in various clinical roles including private practice, post-secondary settings, clinical mental health settings, and K-12 education settings. She is a member of the Canadian Psychological Association (CPA) and has been practicing as a Registered Clinical Counsellor for over 20 years. Tamara is also board certified in EEG Neurofeedback (BCIA) and is an Approved Clinical Supervisor (ACS) with the BC Association of Clinical Counsellors.

Dr. Dalrymple holds a Doctorate in Psychology (PsyD) from California Southern University (Distinction) and an MA in Educational Leadership and Counselling from San Diego State University (First Class Standing). Prior to her full-time appointment at Yorkville University, Dr. Dalrymple worked as an Associate Director for an MEd in Counselling program and has held prior positions as an adjunct Faculty member, Provincial Mental Health Consultant, and Team Lead/Clinical Supervisor of a multidisciplinary mental health team. She is passionate about contributing to a quality student experience throughout practicum via a scholar-practitioner model of learning.

Dr. Yvonne Hindes

Chair, dcp, behavioural sciences.

Yvonne Hindes earned her master’s and doctorate degrees from the University of Calgary. She is an adjunct member of the Faculty of Behavioural Sciences and currently teaches for the Master of Arts in Counselling Psychology program at Yorkville University.

She has extensive training and experience teaching both online and in traditional psychology programs, with course content ranging from ethics, theory, assessment, and other more practical courses to research and statistics. She was the recipient of SSHRC scholarships for her research in both her master’s and her PhD. Her research interests include mental health, resilience, childhood psychopathology, youth leadership, test construction, literacy development, and program evaluation. She has published work in peer-reviewed journals as well as she has presented at national and international conferences.

Dr. Hindes is also a registered psychologist and her specialty is working with children and adolescents. Through her clinical work she has worked with children with diverse and complex needs and within a public school board, a special education school, and private practice.

Dr. Hildy Bennett

Director, student experience.

Dr. Hildy Bennett earned her Doctor of Education and Master of Education from Cambridge University specializing in Child and Young People Psychotherapeutic Counselling.  She has taught undergraduate and graduate students since 2014. This has included working in departments specializing in Psychology, Educational Psychology, and Counselling theory and practice. 

Dr. Bennett has worked with children, adolescents, and their families using an integrative model drawing on Person-Centred, Psychodynamic and Gestalt theory since 2011. Interventions tend to be arts-based and include the creation and use of images, sand tray, clay, story and play to explore experiences, relationships, and the self. This work has been based in both schools and in private practice.

Dr. Rosina Mete

Director, faculty recruitment & training.

Dr. Rosina Mete is a Registered Psychotherapist (Ontario) and a Canadian Certified Counsellor with the Canadian Counselling and Psychotherapy Association (CCPA). Dr. Mete originally joined Yorkville University in 2022 as the Course Lead for Assessment. Before joining the Yorkville team, she worked in community health, hospital, academic, and private practice settings. She also has experience as an adjunct professor at other educational institutions. Dr. Mete has won awards for her academic and clinical work. Her research and publications include equity and access to mental health care, stress management, social support, workplace mental health, problem-solving and decision-making, and technology in education. Her recent accomplishments include publishing her dissertation research regarding the impact of social support on emotional wellbeing among a chronically ill (COPD) population in an Ivy League academic journal. Additionally, she co-authored an inaugural study examining online peer support among medical laboratory professionals and collaborated on a chapter about online counsellor education. She is currently working on publications regarding the impact of AI within counselling psychology, resilience and identity among health care professionals, and a Canadian counselling textbook. Dr. Mete is the President Elect for the CCPA Counsellor Educator & Supervisors Chapter and a Board Member with the Canadian Association for Suicide Prevention (CASP). Her educational credentials include a BSc in Psychology from Carleton University, a MSc in Clinical Mental Health Counselling and a PhD in Leadership and Policy both from Niagara University.

Dr. Rochelle Ward

Director, practicum coordination, field training, behavioural sciences.

Dr. Rochelle is the Director, Practicum Coordination in the Department of Field Training. She has completed her MACP at YU in 2010 and is near completion of the DCP program at YU. She has worked within the department of field training for over 10 years in a variety of roles.

Outside of YU, Rochelle maintains a small private practice in her community, she is an LCT with CCTNB and CCC with the CCPA.

Susan Higgs

Associate director, practicum sites, field training, behavioural sciences.

Susan brings a diversity of life experiences to her role at Yorkville University. Prior to her counselling career, she worked for over 15 years in various finance, business, and leadership roles. Susan is currently the Associate Director of Practicum Sites in the Department of Field Training. She holds a Master of Counselling Psychology from Adler University and a Bachelor of Commerce with a Major in Entrepreneurship and Small Business Management from the University of Victoria. She is a Registered Clinical Counsellor (RCC) with the British Columbia Association of Clinical Counsellors (BCACC) and a Canadian Certified Counsellor (CCC) with the Canadian Counselling and Psychotherapy Association (CCPA). In addition to her role at Yorkville, Susan maintains a small private counselling practice in British Columbia.

Victoria Newell

Associate director, applications, field training, behavioural sciences.

Victoria Newell is currently a member of the Canadian Counselling and Psychotherapy Association (CCC designation). She is currently working as Yorkville University’s MACP program as the Associate Director of Practicum, Applications. She has worked as a group facilitator for the Partner Assault Response program and has worked with men and women who have domestic assault charges and require mandated group counselling. Victoria graduated with a Bachelor of Arts degree from the University of Guelph and a Master of Arts degree in Clinical Mental Health Counselling from Medaille College. She has also completed post graduate studies in Infant Mental Health at York University. Victoria has worked in a variety of settings including elementary schools, community counselling centers, and women’s shelters. When not working, Victoria enjoys exploring her creative side with arts and crafts as well as baking. She enjoys making things that her friends and family can enjoy with her.

Master of Arts in Counselling Psychology Core Faculty

Dr. anthony digiacomo.

Dr. DiGiacomo has been a psychotherapist working in the field of mental health for 22 years. He has worked in both hospital and community-based, and in both inpatient and outpatient treatment settings and in private practice. Dr. DiGiacomo has a long history of graduate and post-graduate student supervision, and has taught in various university-based mental health and healthcare related programs. Dr. DiGiacomo’s specific therapeutic interventions of interest revolve around mindfulness, cognitive-behavioural and strengths-based practices. He is a Registered Psychotherapist (RP) with the College of Registered Psychotherapists of Ontario (CRPO) and a Certified Canadian Counsellor (CCC) with the Canadian Counselling and Psychotherapy Association (CCPA). He has specific research interest and experience in counselling and psychotherapy interventions, clinical education, the definition and implementation of evidence-based practices, and knowledge translation. He has also authored and co-authored peer-reviewed journal articles and edited book chapters and continues to peer-review articles for publication.

Dr. Avideh Najibzadeh

Avideh Najibzadeh is a Registered Psychotherapist with the College of Registered Psychotherapists of Ontario (CRPO) and holds a doctorate degree (PhD) in General Psychology from Azad University of Iran. Avideh finished her PhD degree in 2018. Her dissertation was “The development of a coherent identity in a conflictual situation: religious and sexual development among Iranian Muslim Adults”. Within a mixed methods research framework, it examined the theoretical foundation of identity configuration through analyzing the life narratives which were collected around a conflictual issue of religion and sexuality. Avideh has participated in various research projects in Iran and Canada. She has taught interactive workshops in mental health and facilitated psychotherapeutic and psychoeducational groups in clinical or non-clinical settings. Avideh has worked with clients in various settings such as hospitals, community centers, family health teams, crisis centers, and private practices and is trained in different trauma-informed trainings and brain-body based therapy modalities such as Brainspotting, Accelerated Resolution Therapy ART, and Internal Family Systems IFS. Avideh is a certified Brainspotting therapist. As a dedicated psychotherapist, Avideh conducts thorough psychosocial assessments, conceptualizes cognitive, behavioral, contextual, and relational formulations of the presenting problems, and implements effective treatment plans within different psychotherapeutic frameworks. She works with individuals with a history of complex trauma, dissociation, and treatment resistant depression.

Dr. Bola Ogun

Dr. Bolanle Odulate-Ogunnubi is a licensed professional counselor (LPC) in the State of Illinois, USA, a board-certified counselor (NCC) by the National Board for Certified Counselor (NBCC). She has a PhD. in Advanced Studies in Human Behavior from Capella University, Minnesota. She graduated with honors from Governors State University Illinois, with a Master of Arts in Counseling, where she received her Bachelor of Arts in Psychology.

She is a Certified Employee Assistance Professional (CEAP), Certified Crisis Intervention Counselor, (CIC) and Certified Clinical Trauma Professional (CCTP). She specializes in depression, anxiety, self-esteem, work-related issues, anger issues, relationship and family issues, abuse and trauma, posttraumatic stress disorder, grief and loss, stress management, substance abuse, personal growth, and coaching services.

Dr. Bolanle provides consultation, presentations, and facilitates training workshops and Employee Assistance Programs for some Federal and State Ministries and Agencies. She also facilitates training workshops for other therapists, communities, and workplaces on various topics.

Dr. Bolanle is a member of the Chi Sigma Iota, a counseling Academic and Professional Honor Society International, the American Counseling Association, National Board of Certified Counselors, and the Employee Assistance Professionals Association International. She enjoys reading, traveling, and spending time with her family. She has a passion for advocacy on Gender Equality, Domestic Violence, Child Abuse, and other social welfare-related issues. She works in collaboration with some Federal and State Ministries to effect social welfare changes.

Dr. Cindi Saj

Dr. Saj is a full practising member with the British Columbia College of Social Workers with a professional designation in clinical counselling. Her academic training includes a Bachelor of Arts in Psychology, Criminology and Social Work, a master’s degree in Social Work (with a clinical stream) and a doctoral degree from the University of Manitoba. Dr. Saj’s doctoral research focused broadly on stress and conflict in practice, burnout within the helping profession and exploring coping strategies and self-care. She has declared competencies in clinical and counselling areas with children and adolescents, with some experience working with adults and families. Dr Saj is the Clinical Director of an Indigenous delegated agency and leads a team of child and youth mental health counsellors. Dr. Saj’s background extends from working as a clinical social worker and mental health counsellor within the Canadian Criminal Justice System and Ministry of Children and Family Development in Ontario, Manitoba and British Columbia.

Dr. Daniela Rabellino

Dr. Daniela Rabellino is a Registered Psychotherapist with the College of Registered Psychotherapists of Ontario (CRPO) and a member of the Ontario Association for Mental Health Professionals (OAMHP), American Psychological Association (APA), and the European and Italian Associations for the Study of Trauma and Dissociation (ESTD and AISTED). She holds aMA in Clinical Psychology and a Ph.D. in Neuroscience/Cognitive Science from the University of Turin, Italy. She also earned a Specialty Diploma from a 4-year School in Cognitive Psychotherapy in Italy. Since her move to Canada in 2013, she has been conducting cutting-edge research on the impact of psychological trauma at the psycho-physiological and neural level, in collaboration with Western University and McMaster University. Her seminal work has been published in several international peer-reviewed journals, cited in numerous research papers, and presented at international conferences. 

Since her Specialty School in Cognitive Psychotherapy, Daniela has expanded her knowledge to include DBT (Dialectical Behavioural Therapy), EFT (Emotion-Focused Therapy), mindfulness-based and body-oriented interventions in her clinical practice, especially geared toward trauma-informed care for adult individuals. Daniela has worked with clients in the Public Mental Health sector in Italy, and currently leads a private practice in Canada, working with individuals with complex trauma, depression, anxiety, and with first responders. 

Her current goal is to combine the latest scientific knowledge and her direct clinical expertise to develop an understanding of the mind-body connection, help adults struggling in their life journey, and transfer this knowledge to future practitioners.

Dr. Deborah Seabrook

Dr. Seabrook (she/her) is a Registered Clinical Counsellor with the BC Association of Clinical Counsellors (#17031),a Registered Psychotherapist with the College of Registered Psychotherapists of Ontario (#001849) a Certified Music Therapist (#0334) with the Canadian Association of Music Therapists, and a recognized Climate Aware Therapist with the Climate Psychology Alliance of North America. She earned a PhD in Individualized Studies from Concordia University and holds a Master of Music Therapy with a specialization in Music Psychotherapy from Wilfrid Laurier University. Dr. Seabrook’s research interests include intersectionality, music psychotherapy, and addressing the climate emergency in clinical work. Her work is published in scholarly journals, including: The Arts in Psychotherapy, and the Nordic Journal of Music Therapy.

Dr. Denisa Millette

Dr. Denisa Millette is an Atlanta-based Psychologist, a Licensed Psychotherapist, and is serving as a clinical director of a non-profit organization providing therapeutic services to single mothers involved in child welfare services. She is a Certified Clinical Trauma Professional and a Certified Professional Clinical Supervisor. Dr. Millette currently serves as Chair of the International Association for Resilience and Trauma Counseling Professional Development Committee of the American Counseling Association. She obtained her Master’s degree in Clinical Psychology in her country of origin, the Czech Republic. She obtained her PhD. in Psychology and Research at Capella University in the United States where she currently resides. Dr. Millette is a member of the American Psychological Association, the American Counseling Association, and Psi Chi, The International Honor Society in Psychology.

Dr. Jessica Cole 

Dr. Jessica Cole is a licensed professional counselor and board certified telemental health provider with over 20 years of experience in behavioral health. Recently, she provided outreach services for residential treatment facilities covering Mississippi and Louisiana. Previously, she held the Director of Psychological Health position under the direction of the United States Department of Defense (DoD) for over 8 years. She has been a professor in the MACP at Yorkville University since 2019. Her experiences in behavioral health encompass many areas including inpatient, partial, and outpatient treatment focusing on issues including depression, addiction, and traumatic brain injury.  Nationally, she was president of the Integrated Care Interest group for the American Counseling Association and frequently provides lectures on a variety of behavioral health topics. Dr. Cole received her doctorate of professional counseling from Mississippi College, master’s in counseling from Louisiana State University, and bachelors in psychology from the University of Mississippi.

Dr. Joel Geleynse

Dr. Joel Geleynse, PhD., is a registered psychologist licensed in both Ontario (College of Psychologists of Ontario) and Alberta (College of Alberta Psychologists) and thoroughly enjoys his work in private practice serving adolescents, adults and couples. His training and designations have included Canadian Certified Counsellor (C.C.C), Registered Psychotherapist (R.P), Clinical counselling hypnotherapist (C.Hyp) and RYT-200. Dr Geleynse is a member of the Canadian Counselling and Psychotherapy Association, the Canadian Psychological Association, Psychologist’s Association of Alberta, and the American Counseling Association. He is located in Hamliton/Beamsville area in Ontario and has a hobby farm with many animals that sometimes are incorporated into his sessions as animal-assisted therapy. His undergraduate degree was at McMaster University where he studied sociology and psychology. He is Yorkville alumni where he completed his M.A in this Masters of Counselling Psychology program. He completed his doctoral training in “Counselor Education and Supervision” with an addictions specialization at the University of the Cumberlands in KY, USA. As part of his PhD, he conducted a randomized clinical control trial of cranial electrotherapy (N=75) and attention which produced significant and meaningful results and he continues to pursue that direction in research in presentations and publications. Dr Geleynse enjoys guiding counselling students to find their unique genius in the field and to promote counsellor efficacy through equipping counsellors in training with a diverse set of tools to meet the evolving needs of our patients.

Dr. Kimberly Nelson

Dr. Kimberly Nelson is a Licensed Professional Counsellor (TX, ND, VA, GA, LA, MD), a National Board of Certified Counsellors Approved Clinical Supervisor (ACS), Board Certified in Telemental Health Counseling (BC-TMH), a Chartered Psychologist in Alberta, and a registered yoga teacher (RYT). Her career experiences are varied including several years of teaching at traditional universities and colleges before transitioning to online teaching in 2004. Dr. Nelson’s clinical work is diverse and includes community mental health, private practice and assessment and counselling in schools from K-12. She currently teaches full time and maintains a small private practice in Austin, Texas.

Dr. Lisa Salazar

Dr. Lisa Salazar, DMFT, LMFT-S, LPC-S earned her Doctorate of Marital and Family Therapy at Loma Linda University. Dr. Salazar earned the Outstanding Doctoral Student Award from Loma Linda University’s Behavioral Science Department and the Doctoral Student of the Year Award from Texas Association for Marriage and Family Therapists. Dr. Salazar earned her Bachelor of Science in Behavioral Sciences-Psychology, with a minor in Early Childhood Education. She completed her Master of Arts in Marital and Family Therapy at the University of Houston-Clear Lake. She received the Outstanding Master Student Award from the University of Houston-Clear Lake and the Master Student of the Year Award from the Texas Association for Marriage and Family Therapists. Dr. Salazar is dual licensed as a marriage and family therapist (LMFT) and professional counselor (LPC), in the State of Texas, and is a Supervisor Candidate for the American Association for Marriage and Family Therapists (AAMFT). She holds clinical memberships for American Association for Marriage and Family Therapists, American Counseling Association, Texas Counseling Association, Bay Area Net, and is a Founding Member for the Texas Association for Marriage and Family Therapists. Dr. Salazar is also a member of Who’s Who in Universities and Colleges and the Psi Chi Honor Society.

Dr. Penny Hamblin

Dr. Penny Lane Hamblin has been a licensed psychotherapist and counselor educator since 2015. She trained in North Carolina gaining experiential practice while serving the mental health community, before settling into her private practice, PLC Counseling, PLLC in 2019. Dr. Penny Lane specializes in treating trauma and promoting trauma-informed language, as well as, viewing the world from a trauma lens. She is certified in Eye Movement Desensitization Reprocessing Therapy and Trauma-Focused Cognitive Behavioral Therapy focusing on treating adolescents. She also works with young adults with specific phobias, anxiety, depression, and post-traumatic stress symptoms.

Dr. Penny Lane’s work is directive focusing on body awareness, body sensitivities, and connecting the body to the mind. She combines awareness with mindfulness connecting choice to the physiological response embedded in the individual while recognizing body sensations. Dr. Penny Lane recognizes the connection of the body sensation leading the traumatic thought association and the importance of awareness. She focuses on healing the physical body in a mindful practice individualized to recognize one’s needs and the necessity of feeding the needs of the whole self. From a holistic lens, she treats the mind, body, and soul turning open wounds into scars of battle that tell an empowering story.

EdD, Counselor Education and Supervision, Argosy University, Sarasota, FL

M.A. Mental Health Counseling, Argosy University, Sarasota, FL

B.A., Psychology, East Carolina University, Greenville, NC

Associate Chairs

Dr. aaron smith.

Dr. Aaron Smith (PhD, Wilfrid Laurier University) has taught in counselling, psychotherapy, psychology, and social work programs at universities across Canada for more than ten years. He is also a Registered Psychotherapist (CRPO) and has worked for numerous primary health care clinics, mental health institutions, and community-based organizations. He has received advanced training in Clinical Supervision, Sex Therapy, Cognitive Behavioural Therapy for Insomnia, Compassion Fatigue, and various forms of Couples Therapy, including the Gottman Method and Emotionally Focused Therapy. Woven throughout Dr. Smith’s research is an emphasis on relationships and relational engagement. He has been interviewed by news outlets, published articles in numerous academic journals, and presented at organizations and conferences throughout North America on subjects such as self-care, mental health, education, spiritual care, peer support, domestic violence, and both social work and psychotherapeutic practice.

Dr. Kelly Collins

Dr Kelly Collins, Ph. D., LPC, NCC, NCSC, CCTP completed her doctorate in Counselor Education and Supervision at Regent University. She is currently a Licensed Professional Counselor (Oklahoma), a Nationally Certified Counselor, a Nationally Certified School Counselor, and Certified Clinical Trauma Professional. Outside of her academic role, Dr. Collins serves in variety of settings ranging from K-12 schools to mental health facilities and a private practice. She serves as the Chair of the Oklahoma State Board of Behavioral Health licensure. She has presented at local, regional, state, and national conferences, and has been published on topics such as ethics, licensure, and working with military families.

Dr. Kelly James

Ph.D. – Regent School of Psychology and Counseling Defense Counselor Education and Supervision, Regent University – December 2010

Master of Arts – Marriage and Family Therapy Licensed Marriage and Family Therapist, Oral Roberts University – May 2004

Master of Arts – Christian Counseling Licensed Professional Counselor Oral Roberts University – May 2003

Agape School of World Evangelism – Bible School April 2000 Bachelor of Science – Psychology – Summa Cum Laude May 1997 Collateral Minor – Business University of Arkansas

Contact: [email protected]

Dr. Kirstin Dolby

Dr. Kirstin Dolby holds a Bachelor of Science in Psychology, a Master of Arts in Clinical Mental Health Counselling, and a PhD in Counseling & Psychological Studies with a focus on trauma from Regent University in Virginia Beach, VA. In addition to her counselling internships, Kirstin completed a Trauma Counselling Internship in India in 2016 with the Regent University Center for Trauma Studies.

Dr. Dolby is a Registered Clinical Counsellor with BCACC, a Certified Canadian Counsellor with CCPA, a Certified First Responder Counselor with Academy Hour, Certified EMDR Therapist with EMDRIA and Certified Clinical Traumatologist with the Green Cross Academy of Traumatology. She specializes in working with survivors and first responders. Dr. Dolby’s doctoral dissertation was a mobile website resource development project called First Responder Impact Event Support Services (F.R.I.E.S.S.). Dr. Dolby has experience in private practice, mental health resource development and training, as well as providing mental health first response.

Dr. Dolby takes a client-centered approach utilizing a holistic wellness model. She believes the foundation to good therapy starts with rapport and the therapeutic relationship between client(s) and counsellor. She works with all age groups and has experience with individual, couples, and family therapy, as well as facilitation of support groups and workshops. She has experience helping clients work through trauma (complex and simple), PTSD, mental health disorders, depression, anxiety, separation, parenting and grief.

Dr. Lisa Surrency

Dr. Lisa Surrency, PhD, LPC-S, NCC, Registered Play Therapist completed her doctorate in Counselor Education and Supervision at University of Holy Cross in New Orleans, Louisiana. She currently holds a counseling license in the state of Louisiana, as well as being a board approved supervisor. Dr. Surrency is currently a Registered Play Therapist and will soon pursue to become a supervisor for Play Therapy. In addition, she is a Nationally Certified Counselor and has predominantly worked with children and adolescents throughout her career. Dr. Surrency serves on the committee for the National Law and Ethics Conference held in Louisiana each year. She assists with organizing international trip to Italy and Ireland each year for counseling students and professionals. Dr. Surrency has presented on state, national, and international levels. Her areas of interest are play therapy, counselor self-care, and ethics.

Dr. Maliha Ibrahim

Maliha Ibrahim (She/They), PhD, RP is a Mental Health Researcher, Educator and Psychotherapist. Maliha completed her MA in Counseling Psychology at Tata Institute of Social Sciences, Mumbai, India, graduating with an award for best dissertation, then proceeded to attend the PhD program in Counseling and Family Therapy at Drexel University, Philadelphia, USA. Maliha holds certifications in multiple evidence-based clinical models including Attachment-based Family Therapy, Dialectical Behaviour Therapy, Narrative Therapy, Trauma-focused Cognitive Behavioural Therapy and Emotionally-focused Couples Therapy. Maliha has over 12 years of experience as a psychotherapist, clinical supervisor, educator, and mental health researcher.

Dr. Mary Killmeyer

Dr. Mary MW Killmeyer is a Licensed Marriage and Family Therapist (MT2678) in the state of Florida. She has been an Adjunct Professor at Nova Southeastern University in Fort Lauderdale, Florida since 2015 and joined Yorkville University as an Adjunct Professor in 2022. She earned a Master of Science and Doctorate in Marriage and Family Therapy from Nova Southeastern University with a specialization and focus on Medical Family Therapy. Her doctoral research focused on communication practices between primary care physicians and mental health professionals. She has been in the therapy field since 2005 and has been the owner and primary clinician of her own private practice, Partners in Change, since 2012. Dr. Killmeyer’s experience includes working in community agencies, private practice, patient advocacy, nonprofit organizations, and in educational settings. As an AAMFT Approved Supervisor, she works directly with Registered Marriage and Family Therapists to consult on cases. Dr. Killmeyer also provides consultations to organizations to promote and enhance communication strategies and employee strengthening practices.

Dr. Matt Glowiak

Dr. Glowiak has a bachelor’s in psychology from the University of Illinois Champaign-Urbana, Master of Science in Mental Health Counseling, and Doctorate in Counselor Education and Supervision from Walden University. His first professor role was at Benedictine University in Lisle where he taught in the Master of Clinical Psychology Program. He is Core Faculty at Southern New Hampshire University (SNHU) and Faculty Lead at Yorkville University (YU) in Canada teaching graduate counseling students. Matt is also a former private practice owner with multiple Chicagoland locations. Mental health is his passion. Whether as an advocate, clinician, professor, presenter, author, or otherwise; he is focused on bettering society. Much of this entails a concerted effort toward diversity, equity, and inclusion (DEI). As an advocate for minority/oppressed populations, Matt serves as an effective ally with the “we are all in this together” mentality.

Dr. Theresa Zolner

Dr. Theresa Zolner, R . Psych. practices in the province of Alberta. She has a PhD in clinical psychology from the University of Saskatchewan, and she did her predoctoral internship (residency) at Alberta Children’s Hospital, with a rotation in dual diagnosis/substance use at the Foothills Medical Centre, in Calgary, Alberta. Dr. Zolner has experience in a range of settings, including private practice, school psychology, post-secondary education, forensic, not-for-profit, and government. She also has worked with many Indigenous Peoples and organizations primarily within Treaties 4 and 6.

Dr. Zolner has co-authored a popular Canadian child and adolescent development textbook, and she continues to engage in research in her areas of interest. She has devoted much of her career to working with people who have experienced racial, cultural, and spiritual oppression, trauma, and discrimination. She is experienced in both psychological assessment and intervention and has a special interest in cultural psychology. She is an active speaker, clinical consultant, and supervisor, and she has published a number of peer-reviewed articles primarily in the area of cultural psychology.

Course Leads

Dr. abby baumgart huntley.

Dr. Abby Baumgart Huntley is a full-time faculty at Yorkville, course lead for PSYC6256 Applying Interventions, and a skills coach. She has taught in graduate programs for the past 5 years. She is also an adjunct instructor at The Chicago School of Psychology. Her teaching style is collaborative with a focus on guiding you on your path of learning and developing your counseling self. the owner of Oak Ridge Counseling and Consulting (www.wellnesswithoakridge.com). She has been a licensed professional therapist in mental health and substance use for nearly 10 years. She specializes in trauma and attachment, but is happy to support individuals and families through many issues.

Dr. Abby uses an eclectic approach that is catered to your style and preferences. Her overall goal is to provide you relief quickly and tools to move forward. Dr. Abby enjoys using horses, dogs, chickens, and the outdoors to help you heal and realize your full potential. She is a certified in Animal Assisted Therapy, TFCBT, Accelerated Resolution Therapy, DBT, Attachment, Motivational Interviewing, and more.

Dr. Abby is the president of The Wellness Co-Op, Inc., a non-profit that provides mental wellness and critical incident support to military, veterans, first responders, and their families at no charge to them. This is achieved through a team of clinicians and others who provide archery, hiking, therapy, projects and arts, animal-assisted activities, and retreats. (www.thewellnesscoopwi.com)

Dr. Afarin Rajaei

Dr. Afarin Rajaei holds a Ph.D. in Medical Family Therapy from East Carolina University and is a licensed Marriage and Family Therapist (LMFT). She serves as the Associate Editor of the International Journal of Systemic Therapy. Dr. Rajaei is the author of, “Match Me If You Can!: An Educational Game for Relationships!” and a book being under print called, “Navigating Life’s Triangle.”

With extensive experience in clinical work, teaching, including developing curriculums and courses, research, and leadership positions, Dr. Rajaei’s contributions to the field are multifaceted. She has specific trainings in many models including the Gottman Method, Narrative Therapy, EFT, and Eye Movement Desensitization and Reprocessing (EMDR). Her work focuses on personal growth, emotional awareness, and resilience, emphasizing self-compassion, acceptance, and purposeful action in her therapeutic approach. Dr. Rajaei is also a sought-after presenter on topics such as microfeminism in psychotherapy, social injustice issues in healthcare systems, and the biopsychosocial-spiritual dynamics of romantic relationships.

Dr. Alyssa Weiss

Alyssa Weiss, PhD, LMFT, CCPT completed her doctorate in Marriage and Family Therapy and is currently a Florida Licensed Marriage and Family Therapist, Certified Clinical Trauma Professional (CCTP).

Outside of academia, she has served in a variety of functions supporting mental health including private practice, program development, and program consultation. She has presented at a local, regional, national and international level, as well as, been published on myriad topics, including the therapeutic process.

Dr. Weiss holds advanced training in Traumatology, certification in Hypnotherapy and she is Level 1 IFS trained. She is a column editor for the Humanistic Counselor and serves on the editorial boards for Journal of Human Services, Journal of Adolescent and Family Health, and Counseling Outcome Research and Evaluation.  She has also developed a curriculum at the masters and doctoral levels.

Dr. Andy Brown

Dr. Andy Brown, Ed. D, LCMHC, has over a decade-long partnership with Yorkville University, currently serving as the Course Lead in Crisis and Trauma. With a background in Counseling Psychology and a Master’s in Physiology from the United States Sports Academy, Dr. Brown seamlessly integrates his expertise.

His passion for trauma treatment and resilience is evident in his holistic approach, combining Counseling Psychology and Physiology. Dr. Brown holds advanced certifications in Traumatology, Hypnotherapy, and is certified in both Eye Movement Desensitization Reprocessing (EMDR) and BrainSpotting at levels one and two, respectively. He has also developed Dynamic Narrative Exposure Therapy, an innovative treatment for trauma and anxiety.

Outside academia, Dr. Brown is the Vice President of Education at the International Trauma Training Institute, showcasing his leadership and dedication to trauma education and treatment.

For inquiries or collaboration opportunities, please contact Dr. Brown at [email protected] .

Dr. Bree Fiissel

Dr. Bree Fiissel’s professional designation is Registered Doctoral Psychologist (member of the Saskatchewan College of Psychologists – #636) with authorized practice endorsement (authorized to diagnose mental disorders). Her academic training includes a bachelor of arts in psychology, a master’s degree in educational psychology (focus on counselling psychology) and a doctoral degree from the University of Regina. Her doctoral research focused broadly on the stigma of mental illness. Recommendations for school-based mental health initiatives resulted from this research.

For 25 years, she gained practical experience working in the human service field as a counsellor, psychologist, director, and in the position of vice president of clinical services for a not-for-profit organization that provides a continuum of services to vulnerable children, adults, and families. In diverse roles she gained experience working with complex-trauma and co-morbid mental health and behavioural concerns. Since 2019, she has experience teaching at the graduate level through the University of Regina, Educational Psychology (Counselling psychology) program and as adjunct faculty for the MACP program. She has taught various counselling and assessment courses including theories of counselling, psychopathology, ethics, and many skill-based courses. Her past experience has afforded opportunities in supervising psychologists, provisional psychologists, certified counsellors, and practicum students.

Currently Dr. Fiissel has a private practice where she provides counselling and some assessment intervention to adults, adolescents, and families. She works a lot with trauma reactions and is trained in Eye Movement Desensitization Reprocessing (EMDR) and Cognitive Processing Therapy (CPT). Most commonly, she uses an integrative approach based on evidence-based approaches (e.g. CBT, narrative, solution-focused, etc.) which provides flexibility to respond to diversity considerations that are unique to client circumstances. Relationship is foundational to her philosophy in teaching and counselling and she really enjoys working with graduate level counselling students.

Dr. Don Zeman

I moved to Edmonton from Calgary in August 2007 after I finished my PhD in Applied Psychology at the University of Calgary. I am a Registered Psychologist and I have been teaching for MACP for over 9 years. I have taught in various other programs and faculties such as being a Clinical Lecturer for 1st-year Medical students and have taught online graduate counselling psychology courses since 2004.

I got to Counselling Psychology via a rather circuitous route: competitive athlete (figure skating and track); unfocused university student in Sciences (BSc at York U); professional athlete/performer (basically a paid vacation performing as a professional figure skater in over 50 countries); focused university student – Chiropractic degree (Toronto) and then practice (Saskatoon); MSc in Kinesiology in Sport Mental Training/Sport Psychology; BA Psychology (MSc & BA both at U of Saskatchewan); transition to Psychology as my hands and forearms wore out working as a chiropractor. I completed the course work for the MEd program (USask) before entering and then completed my Applied Psychology PhD (UCalgary). I am particularly passionate about culture-infused and diversity counselling and working with non-dominant and minority cultural groups. In my dissertation research, I looked at what might make it easier for minority sexuality clients to talk about sexuality with counsellors and psychologists.

I am still involved in figure skating as an official for Technical evaluation and had been on the Board for the Alberta-NWT/Nunavut Skate Canada Figure Skating Section for several years. I love being able to volunteer for a sport that has provided me so much enjoyment in my life. I also sing with the Greenwood Singers here in Edmonton and we do several performances a year including with the Edmonton Symphony Orchestra in December.

I am also passionate about life-long learning and teaching and I am looking forward to meeting you online.

Dr. Elaine Baltzer

I started my career working with adults with intellectual and/or behavioural issues. In my efforts to work with these individuals more effectively, I earned a Master’s degree in counselling and a PhD. in clinical psychology while working within the educational system and maintaining a private practice. While at Yorkville University, I have facilitated multiple courses ranging from Assessment to Practicum supervision and  worked closely with members of the Yorkville community to develop and revise courses. My current interests include research into best practices for behavioural issues, and working with individuals with mental health issues. 

Dr. Glenn Gelman

Dr. Glenn B. Gelman brings more than 40 years of experience working in the helping profession, 36 years of which are as a doctoral-level Licensed Clinical Psychologist. During his career, he has worked in clinical, medical, organizational, forensic, and academic areas of psychology.

Dr. Gelman developed and/or directed several mental health practices and substance abuse programs. His varied background includes working in mental health and medical hospitals in administrative and clinical capacities. Dr. Gelman led the Division of Psychology for a major Chicago-area hospital as Section Chief. He administered programs in partial hospital, intensive outpatient, day-treatment, dual-diagnosis, wellness-center, and outpatient settings. Clinically Dr. Gelman has diagnosed and treated a diverse population of adults, couples, children, and families, across the full spectrum of mental health disorders.

Since 1987, he has supervised, consulted with, and trained mental health, medical health, human service, and allied health care professionals, as well as masters and doctoral students. Since 1999, he has taught students in in-seat, hybrid, web-enhanced, and online classrooms.

He has consulted with corporations and organizations, municipalities, social service agencies, religious leaders, and judicial institutions. He has served on health planning and oversight committees at the federal, state, and local levels. As president of a community alliance, he piloted an initiative to bring public and private sector professionals together to address community mental health care needs.

He is the author of several published articles and has been a featured mental health expert to community groups, radio talk shows, and newspapers. Dr. Gelman also served as a Reviewer for the Mental Measurements Yearbook (MMY) and Sage Publications.

Since 1991, Dr. Gelman has served as Vice President and Executive Clinical Director of a private practice, located in the Chicago metropolitan area. As a practicing psychotherapist, Dr. Gelman provides direct mental health assessment and treatment services to adults, couples, children, and families.

https://yorkvilleu-tfs.zoom.us/j/7096796343

PIM #: 709-679-6343

Passcode:  998746

Dr. Gwen Zegestowsky

Dr. Gwen Zegestowsky is a Licensed Clinical Psychologist living and working in New Jersey in the United States. Her Bachelor’s work was in Behavioral Science and Addiction Counseling, her Masters in Human Resource Management and Organizational Leadership and her Doctoral training is in Clinical Psychology. She has been working in the field for over 20 years and has spent time in short- and long-term inpatient units, community mental health centers, partial hospitalization programs, independent outpatient offices, hospitals, assisted living communities, college counseling centers and both middle and high school settings. She has also worked in drug and alcohol research and in corporate consulting for executive performance enhancement. Dr. Z has been teaching at the University level since 2007 and transitioned from brick and mortar to online education in 2012. She has been working as a Professor in the States focusing on curriculum development for graduate level courses in Addiction and Recovery. Dr. Z is also a wife, mother, gardener, reader, runner, friend, volunteer and driver of small people to sports practice.

Dr. Heath Walters

Heath Walters believes education is life changing and enjoys preparing students in their pursuit of their personal and professional life goals, as they learn to be of service to others. Heath has earned a Ph.D. in Counselor Education from Regent University and an MSW in Clinical Social Work with an emphasis in Mental Health and Children & Families from Walla Walla University. He has also obtained certification in Geriatric Mental Health from the University of Washington Extension Campus. Heath is a Licensed Clinical Social Work in Idaho and Washington State and has obtained Approved Clinical Supervisor Status (ACS) in both states, as well as the Center for Credentialing and Education.  He has served as Director of Social Services for a hospital district, Social Worker III for the State of Washington’s Aging & Disability Services Administration, as well as a clinician and clinical supervisor for licensure in various private practice settings. Heath has also served as the Masters in Social Work Site Coordinator for Boise State University’s Coeur d’ Alene campus and Assistant Professor of Social Work/Federal Title IV-E Child Welfare Coordinator for Lewis Clark State College. In addition, he has taught for Tulane University’s School of Social Work online program

Dr. Inverpal Braich

Dr. Inverpal Braich, PsyD, is a psychologist in both Alberta and Ontario. Specifically, he is a registered psychologist with the College of Alberta Psychologists and a chartered psychologist with the College of Psychologists of Ontario. Dr. Braich has worked and volunteered in a variety of diverse roles in both the public and private sectors in mental health across North America including being a mental health practitioner, being an educator, being a supervisor, and more. As a mental health practitioner, Dr. Braich works with a diverse set of client populations and appreciates the diversity of experiences each client brings to the therapy room.

Dr. Jo Chang

Jo is a full-time faculty and Course Lead for the Master of Arts in Counselling Psychology program and a faculty for the Doctor of Counselling and Psychotherapy program at Yorkville. Jo completed her Master of Business Administration (MBA) in management and her master and doctorate in counseling psychology.

Jo has been teaching in higher education for more than a decade. Her teaching focus is research methods at the master and doctoral levels. Jo has served on numerous dissertation committees. She has taught at the bachelor, master and doctoral level in business, education, and counselling psychology programs in various universities in the States. Jo has developed curricula for doctoral-level qualitative research and advanced qualitative research, master-level research & evaluation, and bachelor-level introduction to critical thinking skills, business ownership, and business financial literacy courses.

Jo has presented at the International Congress of Qualitative Inquiry at the University of Illinois at Urbana-Champaign and the Caribbean Congress of Qualitative Inquiry at the University of West Indies, Jamaica.

Jo’s professional career and her business and counseling psychology degrees have allowed her to have a broad range of skills and expertise in regulatory compliance,  risk management, fraud investigation, executive coaching, and consulting, as well as community mental health. Her recent independent consulting work included several applied research projects within the Office of Administrative Management at the National Institutes of Health. Her consulting specialties include organizational assessment and development, leadership development, performance management, and strategic planning. Jo also remains active in the mental health field through providing diagnostic assessments and treatment planning within the DC Department of Behavioral Health, Washington, DC.

Dr. Kaitlyn Hillier

Dr. Kaitlyn Hillier obtained her Bachelor of Arts degree in Women’s Studies in 2009 from Athabasca University. Also at Athabasca University, Dr. Hillier completed her Master of Counselling in Counselling Psychology in 2016. She then completed her Doctoral studies at Walden University, achieving a Doctor of Philosophy in General Psychology degree in 2019. Dr Hillier practices from a psychodynamic perspective and is a Canadian Certified Counsellor with the Canadian Counselling and Psychotherapy Association, and a Registered Psychotherapist with the College of Registered Psychotherapists of Ontario.

Dr. Melissa Lee Tammeus

Master’s in Science with a Major in Psychology – Walden University

Master’s in Science in Mental Health Counseling – Walden University

Doctorate of Philosophy in Human Services – Walden University

Dr. Melissa Lee-Tammeus (Tah -May-Us) is a full-time professor and Course Lead for PSYC 6246 Counseling Skills and Competencies with the MACP at Yorkville University. She is a wife, mother, doctor, counselor, and college professor. She has lived in Jacksonville, Florida in the United States for the past 25 years, originally hailing from Denver, Colorado. She has a Ph.D. in Humans Services, an M.S. in Psychology, and an M.S. in Mental Health Counseling.

Dr. Mel has taught a variety of psychology and philosophy classes at the undergraduate and graduate levels for the past 17 years in both brick and mortar and online universities. Some of the classes taught include General Psychology, Lifespan Development, Counseling Skills & Competencies, Addictions, Couples and Families, Successful Strategies for Online Learning, Philosophy, Theories of Personality, Speech, Critical Thinking, and Abnormal Psychology. She is also a team lead and professor for an online American University, assisting and guiding professors in their work online as well as teaching.

Dr. Mel has been in the counseling field for over 25 years. She began working as a psychotherapist in Colorado in 1996 and is now a licensed mental health counselor in private practice for the State of Florida. She is the owner of Possible Self Counseling, PL which specializes in LGB and heterosexual couples, transgender support, grief and trauma, and self-empowerment. She has worked extensively with those who suffer from schizophrenia, running social skills and communication groups. She has worked with her local community to offer trauma counseling at local residential centers and businesses. She is a certified rape crisis hotline counselor, a certified Clinical Trauma Specialist, a Clinical Telemental Health Provider, and a Certified Clinical Anxiety Treatment Professional. She has worked in both private practice settings and residential treatment centers. She is also certified in Mindfulness Therapy and EMDR and believes in the connection of mind, body, and spirit for total well-being.

Dr. Mel is a member and writer for American Counseling Association. She is also a member of the Association for Lesbian, Gay, Bisexual & Transgender Issues in Counseling, Citizen Therapists, Equality Florida, and Open Path Psychotherapy Collective.

Dr. Mel’s research includes dissociative identity disorder treatment, male anger, test anxiety in college students, and the educational needs of counseling interns in regard to counseling LGB couples. Early in her career, Dr. Mel wrote extensively on the need for a collaborative stance on treatment protocols for dissociative identity disorder. She has studied the effects of test anxiety on college students, particularly those in the medical field. She developed an Anger Management Protocol for Court Appointed Anger Management classes which includes a familial element to work within the family system and learn healthy and communicative anger displays. Dr. Mel has written extensively on academic learning and the needs associated with counseling interns working with LGB couples to ensure that both clients and therapists get the support they need for the optimal therapeutic relationship. She is currently working on a book about her counseling experiences.

Contact:  [email protected]

Dr. Ron Hallman

Dr. Ron Hallman PhD, is a registered psychotherapist with the College of Ontario Psychotherapists.   His doctorate is in Psychology/Education from Capella University.   Ron is passionate about coaching, leading, and providing strategies to individuals and groups toward healthy relationships.  He has 30 years’ experience in providing support to individuals and groups in the workplace, presenting seminars for businesses, and leading coaching courses within many Human Resource endeavors.  He has worked effectively with many educational institutions, representatives of government ministries and programs as well as individuals from both large and small businesses.  Ron currently owns and operates Unlimited Potential Inc., an organization that brings workplace interventions, seminars, and coaching as well as providing qualified staff to work in homes of people with disabilities.

Ron brings a very effective combination of expertise and experience when providing conflict resolution and workplace development support.  He is particularly capable of providing assistance and direction in the establishment and maintenance of positive workplace environments.  He also has had great success in coaching supervisors with their supervision skills with particular focus relating to the supervision of “difficult employees”. 

In Ron’s private counselling practice he deals with a wide variety of issues which include relationship issues, trauma, anxiety, phobias, depression, drug/alcohol issues, family dynamics and individual issues.

Ron has worked along side the KW counsel for addiction and suicide prevention.  He also served as the CEO of an organization providing care for youth in trouble with the law.

Dr. Sanaz Adibian

Dr. Sanaz Adibian has a post-doctorate in clinical psychology. She obtained her Bachelor of Science from the University of Houston and then started her master’s at the University of Houston as part of Psi Chi (The International Honor Society of Psychology). She finished her PsyD. and her post-doctorate at Argosy University. Dr. Adibian has an extensive background working with clients of diverse backgrounds with various treatment needs. She has conducted individual and group therapy; including anger management, gang intervention, dealing with severe trauma of different various, parenting classes, stress management, and coping mechanisms, and is a licensed hypnotherapist. Dr. Adibian is an expert in regard to working with bipolar and personality disorder by looking at a more holistic approach that frees the mind as well as the body. She has been independently researching culture, beliefs, psychology, and linguistics for almost a decade.

To apply to our Master of Arts in Counselling Psychology program, you will have to complete the following steps:

• Create an account here and submit your online application form.
• Pay the $150 application fee
• Official undergraduate transcript and proof of obtainment of a bachelor’s degree
• Resume and statement of interest
• Two references from professional or academic sources ( see form )
• Detailed course descriptions if applying for transfer credits
• Completed relevant work/volunteer experience attestation form if applicable ( see form )
• For international students only: provide proof of English language proficiency (IELTS overall band score of 7.0 with no band below 6.5)

In addition, applicants are required to have a cumulative grade point average (CGPA) in undergraduate study of at least 3.0 on a 4.0 or 4.3 scale, or a GPA of at least 3.0 in the final two years of study. Applicants may be conditionally admitted with a GPA between 2.5 and 2.99 if strength of overall application is sufficient.

Yorkville University prides itself on attracting students to the MACP program from diverse backgrounds. Accordingly, we are pleased to accept applications from prospective students that meet the criteria in one of five admission pathways.

For detailed information about our admission requirements, pathways, and application process check the admissions page. 

Current Tuition

Total cost (including application fee) is $43,910*.

* Note : Total program cost may be reduced when applying applicable transfer credits. Costs below assumes full program cost without applicable transfer credits applied. The cost does not include textbooks, expendable supplies, equipment, and resource fees. To understand your specific program cost, please speak with an advisor.

• MACP Tuition: $43,610
• Cost per credit: $890
• $300 Seat Fee is deducted from Student’s first tuition payment

Assuming an average course load, tuition cost per term is $8,010

By selecting to take more or fewer courses per term, costs will be updated accordingly. A typical course is 3 credits. Students must complete 49 study credits, which include:

• 43 study credits obtained through academic courses
• 6 study credits obtained through supervised practicum

Cost Per Credit

Practicum 1

Practicum 2

*Current tuition. Please note that tuition and fees are subject to change.

Fall 2024 Tuition

Total cost (including application fee) is $47,435*.

• MACP Tuition: $47,285
• Cost per credit: $965

Assuming an average course load, tuition cost per term is $8,685

*Fall 2024 tuition. Please note that tuition and fees are subject to change.

Tuition Payment and Rate Information

Changes to tuition rates will be announced at least three months before the start of the term to which they apply. 

Arrangements for payment of tuition must be made at least two weeks before the start of each term (please see the Academic Schedule for deadlines). Monthly payment arrangements can also be made. 

For further information about tuition, fees and payment methods, please contact Yorkville University’s Bursar’s Office at 1-888-886-1882.

Please contact an Admissions Advisor to learn more about financial aid options.

The rigorous curriculum of the Master of Arts in Counselling Psychology includes the following courses:

* Please note that in some courses, there are mandatory synchronous components offered through an online video platform that are scheduled by the instructors at the start of the course. While we strive to accommodate students’ schedules whenever possible, these particular courses may not offer flexibility in choosing or changing synchronous session times. We appreciate your understanding and adaptability with scheduling, as these synchronous components are designed to optimize the overall learning experience by facilitating real-time interaction with instructors and peers.

PSYC6104 | A Biopsychosocial Approach to Counselling

4 Credits (required)

This course introduces students to a biopsychosocial framework for counselling psychology that draws upon the physical, mental, and social health disciplines creating an interdisciplinary model from these three pillars. This model is illustrated through the examination of selected counselling issues, such as but not limited to anxiety, depression, attention deficit hyperactivity disorder and neurocognitive factors. The course also introduces the Culturally Responsive and Socially Just model which further expands this framework into deeper levels of social and cultural understanding. Students will examine and apply these two primary frameworks to the professional counselling arena and build understanding around the foundational framework of treatment through a Canadian context. The course considers the personal role of the counsellors’ identity; the treatment within a therapeutic relationship; case conceptualization; outcome evaluation; and prevention.

PSYC6233 | Assessment in Counselling

3 Credits (required)

This course provides students with an understanding of the concepts and principles involved in psychological assessment and the use of both standardized and non-standardized instruments. Students will learn the concepts involved in psychological assessment, educational testing, and evaluation. The course will also examine the effects of clinical assessment on clients. Counsellors must become knowledgeable users of assessment data in the clinical decision-making process. Students will develop their skills for selecting, administering, scoring, interpreting, and analyzing test data in a clinical setting. Also, they will familiarize themselves with psychometric instruments, their philosophical and statistical properties, and the pros and cons of various assessment approaches. The course will also address cultural diversity issues and teach students how to approach social and ethical issues in assessment.

• Pre-requisite: PSYC6246 Counselling Skills and Competencies required.

PSYC6153 | Counselling Methodology – Humanistic & Psychodynamic Modalities

Counselling Methodologies: Psychodynamic and Humanistic Modalities is a review of the most important contemporary psychodynamic and humanistic approaches of counselling and psychotherapy, focusing on: underlying philosophical assumptions, major concepts, views of personality, the therapeutic process, the counsellor’s role, typical interventions, and targeted outcomes. The current approaches to counselling and psychotherapy selected for this course will also be explored with respect to the relations between theorists and their theories, as well as between counsellors and their clients. Cross-cultural and gender-related aspects will be considered for each of the counselling schools under study. Students will endeavour to recognize the links between theory and practice, between constructs and applied techniques or interventions. Students will integrate the course material from: the textbook, supplementary articles, professor’s notes, and online class discussions. Students will also be encouraged to conduct their own further research on topics of interest, by accessing library resources and pertinent professional Internet sites. Students will examine the similarities and differences among approaches, and thus lay the foundation for the development of a personally meaningful approach to counselling.

PSYC6163 | Counselling Methodologies – Behavioural and Cognitive Modalities

This course is a continuation of PSYC 6153, with an examination of some of the core theories and methods which influence and direct the practices of contemporary psychotherapy. Cognitive behavioural therapy, one of the most commonly utilized therapeutic models will be looked at in detail. Additionally, structured training exercises in basic interviewing/counselling skills will be presented. An overview of emerging evidence concerning factors common to all therapies will also be reviewed.

PSYC6203 | Ethical Standards for Mental Health Service Providers

Course content follows the standards for ethical conduct and practice set by the Canadian Counselling and Psychotherapy Association. In general, topics covered include the scope of practice issues, professional responsibility, privacy and confidentiality, record keeping, appropriate relationships during and after treatment (including sexual intimacies), third party relationships and responsibilities, advertising, continuing professional education, and interruption and termination of treatment. Issues of disaster response, electronic or telephonic delivery of service, child protection, and guidelines for the treatment of gay, lesbian, and bisexual clients will also be considered.

PSYC6213 | Research Methodology

This course provides students of counselling with the tools needed to critically review and evaluate scientific research and develop the basic elements of a research proposal. Students will explore the body of counselling research, critique selected studies, and develop elementary research design skills, thereby gaining a sound understanding of the scientific method and the ethical considerations bearing on the research process. Strong familiarity with the scientific method allows professionals to understand psychological research and integrate it with daily practice. The scientific method can best be learned by studying all aspects of scientific research, including basic design, implementation, interpretation of results, and the drawing of conclusions.

• Pre-requisite(s): PSYC 6104, A Biopsychosocial Approach to Counselling

PSYC6223 | Group Counselling

Groups are becoming increasingly popular in counselling interventions. Although this trend is partly driven by budget restrictions, the primary advantage of group counselling is that participants get the opportunity to learn from each other. Other benefits from group counselling include that groups can more closely resemble everyday circumstances, they help to build a sense of community and belonginess, they normalize “issues” as members find commonalities with others, and, especially in working through interpersonal challenges, they can be very therapeutic. This course will take a multimedia approach to introducing group counselling skills across diverse theoretical perspectives, ages and stages of development, and types of problems. A comprehensive textbook, bundled with a DVD, presents theory, practical applications, and numerous role-played examples of group facilitation skills. Journal articles, video clips from YouTube, interactive discussion forums, and assignments, focusing on group counselling for diverse ages, issues, and specific populations will all enhance students’ learning in this course. Students will be expected to actively participate in e- groups (asynchronous and/or synchronous) during this course and critically examine their own experiences both as group members and facilitators. Through the skills practice, students are expected to demonstrate awareness of group specific ethical concerns (e.g., limits to ensuring confidentiality) and enhance their basic group facilitation and group counselling competencies, including active listening, non-verbal communication, problem-solving, deepening focus, cutting off, drawing out, role-playing, closing, and the use of dyads and rounds.

• Prerequisite(s): PSYC 6153, Counselling Methodologies- Humanistic & Psychodynamic Modalities, PSYC 6163, Counselling Methodologies- Behavioural & Cognitive Modalities and PSYC 6246, Counselling Skills & Competencies

PSYC6246 | Counselling Skills and Competencies*

6 Credits (required)

This course provides students the opportunity to learn basic counselling skills and competencies essential to initiating and maintaining relationships with clients, regardless of specific theoretical orientation. Students engage in case conceptualization using one of four theoretical perspectives (Person-Centred Therapy; Cognitive-Behavioural Therapy; Structural Family Therapy; or Solution-Focused Therapy) and apply this theoretical approach in a counselling session with a client. By means of weekly structured practice assignments students learn how to identify and conduct competent counselling interviews. (Note: Students must earn at least 70% on each graded component of this course. Even if a student’s overall grade in the course is 70% or higher, if a grade on any component of the course is below 70%, s/he will be required to repeat the course.)

• Pre-requisite(s): PSYC 6153, Counselling Methodologies- Humanistic & Psychodynamic Modalities and PSYC 6163, Counselling Methodologies- Behavioural & Cognitive Modalites

PSYC6256 | Applying Interventions*

6 Credits (10 weeks)

Using both humanistic and cognitive-behavioural framework, this course provides practice in the planning and implementation of client change interventions in counselling and psychotherapy. Students work in a variety of simulated contexts to gain practice using a range of frequently used counselling interventions that have demonstrated clinical efficacy.

• Pre-requisites: PSYC 6203, Ethical Standards for Mental Health Service Providers and PSYC 6246, Counselling Skills and Competencies.

PSYC6263 Couples & Family Systems

This course is designed to provide the student with the skills and competencies necessary to effectively deal with the interpersonal and intrapersonal dynamics of intimate relationships and family systems. Family interaction and communication patterns, conflict resolution, the impact of children on relationships, and other factors that influence family systems will be introduced. Ethical considerations regarding intimate partner violence/domestic abuse will be considered. The two major written assignments will focus in depth on one or more of the theoretical family systems frameworks covered in this course.

• Prerequisite(s): PSYC 6223, Group Counselling

PSYC6273 | Cultural Diversity in Counselling

The cultural differences among people must be taken into account when structuring counselling interventions. Identity formation, worldview, communication style, and acculturation will be studied from the perspective of the significant cultural minorities found in Canada. Multicultural competence does not just guide interventions, it permeates all interpersonal dynamics among individuals of different gender, age, sexual orientation, race, cultural membership, able-bodied status, etc. This course is designed to enhance students’ understanding of the role of personal, ethnic, social, and cultural factors in multicultural counselling and mental health service delivery. Multicultural competence does not just guide interventions, it permeates all interpersonal dynamics among individuals of different, gender, age, sexual orientation, race, cultural membership, able-bodied status, etc.

PSYC6333 | Psychopathology for Counsellors

3 Credits (elective)

Psychopathology is the study of disturbed functioning in the areas of cognition, emotion, and behaviour. It is composed of five aspects: definition of the disorder with regards to symptoms (diagnosis), description of the typical course of the disorder (prognosis), identification of the incidence of the disorder (epidemiology), understanding the origin of the disorder (etiology), and identifying appropriate treatments for the disorder. This course will focus on the major adult mental disorders. In the context of these disorders, the diathesis-stress model of etiology will be an important focus. Diathesis-stress is a dimensional approach that locates psychopathology at an extreme region on a dimension ranging from psychological health to severe illness. In the context of this model, recent developments in the fields of emotion science and emotion regulation will be emphasized as insights from these areas have major implications for the clinical work of counsellors, even where the degree of distress does not reach that of a specific disorder. It is important to note that counsellors are not permitted to diagnose in most jurisdictions. However, a basic understanding of the major categories of disorders is essential to providing counselling and therapy as well as for treatment planning, interpretation of referrals, participation in discussions with other mental health professions, and in making referrals where appropriate.

PSYC6353 | Addiction Counselling

This course provides an introduction to the assessment and treatment of addictions. Emphasis will be placed on examining the various methods, strategies, and techniques used to assess addictions, as well as other problem areas that may co-exist or underlie addictions. Emphasis will also be placed on examining the various psychotherapeutic modalities and approaches, as well as the various treatment setting options.

PSYC6373 | Counselling in School Environments*

The presence of school guidance counsellors is being increasingly recognized by school boards as an integral component of the personal, social, educational, and career development of students. Promoting healthy relationships, addressing social problems, and facilitating career choices within a multicultural environment are central to a comprehensive guidance program. This course is designed to help students identify and prepare for the multiple roles of a school guidance counsellor in meeting the needs of a diverse population. Issues such as bullying, violence, and substance abuse will be examined as well as the roles of parents, administration, educators, and community members in the context of the school environment.

PSYC6383 | Crisis and Trauma Counselling

This course is designed to provide graduate students in the counselling psychology program with both a theoretical and practical understanding of issues surrounding trauma and a basic introduction into accepted approaches to working with clients who have experienced trauma in their lives. Using current available research literature, this course will introduce students to the definition and types of trauma, critical incident stress management/debriefing (CISM/CISD), client resourcing and stabilization (ethical considerations), theoretical frameworks, assessments/diagnosis, effective treatments/interventions, prevention, and therapist self-care (vicarious trauma). Assisting students in understanding what trauma looks like and introducing them to different approaches where they can get further training, will better equip them to recognize their own limits and help clients. This course will help them navigate the vast amount of information on the treatment of trauma, so that they can make informed ethically-sound decisions when working with clients commensurate with understanding.

PSYC7113 | Practicum I*

This course is designed to support students during their practicum placement and enrich their learning experience. It also provides an opportunity to more formally evaluate students’ counselling competencies, ensuring that graduation from the MACP program signifies readiness to work effectively as a counsellor. There will be a focus on integrating theory with practice, resolving ethical dilemmas, case conceptualization and planning, developing cultural competency, embracing diversity, working collaboratively across disciplines, accessing and maximizing the benefits of site supervision, and developing a professional identity as a counsellor. Topics and resources will be closely connected to those previously introduced throughout the program to provide opportunities to synthesize and apply students’ learning – this spiral approach will facilitate a deeper level of experiential learning and retention. (Note: Students must earn at least 70% on each graded component of this course.  Even if a student’s overall grade in the course is 70% or higher, if a grade on any component of the course is below 70%, s/he will be required to repeat the course.

• Prerequisite(s): All courses

PSYC7203 | Practicum II*

This course is a continuation of PSYC 7113 Practicum I.

Ola Kuforiji

Registered Psychotherapist

“My training at Yorkville University has been instrumental to my career development. The depth of the curriculum really helped me find my professional voice and ultimately land my dream job in less than a year of graduating.”

Bailey Pryke

“I always knew I wanted to be a therapist and Yorkville University helped me build my practice. There is nothing like seeing the joy in a client’s eyes when they recognize their progress, and the positive changes in their life.”

Suman Banik

“Feeling comfortable as a therapist would not be possible without my experience at Yorkville University. Beyond learning the program’s comprehensive academic theory, the insightful discussions and practical training has allowed me to expand my abilities in ways I would have never expected.”

Why should I choose the Master of Arts in Counselling Psychology program?

The online master’s degree program, which is designed to be completed in 28 months, helps you gain professional designation requirements and advance your career in counselling, psychotherapy, education or social work.

Students develop invaluable professional experience and networking opportunities with experienced faculty and peers, including opportunities for role-playing and a practicum placement.

If you are looking to make a difference in people’s lives, the rigorous program can be fulfilling personally and professionally.

Can I do this program while working full time?

Yes. The program was specifically designed for working professionals. Approximately 80 percent of our students work full time while completing their degree. However, a reduction in working hours may be required during the practicum portion of the program, which is not online.

How much time will I need to dedicate to each course?

Students can expect to dedicate approximately 25 to 30 hours per week to successfully complete the requirements for each academic course.

Do I need to have a bachelor’s degree with a major in Psychology to apply?

No. Yorkville University provides multiple pathways for admission to the MACP program. To learn more about our admissions pathways and whether you currently meet the criteria to apply, please complete this  form  and an admissions advisor will be happy to assist.

How do terms and courses work?

For the Master of Arts in Counselling Psychology program, there are three terms per year: Fall (beginning in September), Winter (beginning in January), and Spring (beginning in May). Each term is 15 weeks long and courses are either five weeks long or ten weeks long.

Courses are taken sequentially and not concurrently, although the latter may be possible with special permission. A term would consist of either one ten-week course and a five-week course or three five-week courses.

Are there breaks between terms or courses?

There is a two-to-three-week break in between terms. However, within a term, there are no breaks between courses.

What is involved in completing the practicum?

The rigorous practicum consists of approximately 13 hours per week for 30 weeks. The practicum is normally completed over two 15-week terms. In total, the practicum involves 400 hours of counselling experience in a professional counselling setting, including 200 hours of direct, supervised contact with clients.

After completing 12 academic courses with a minimum cumulative grade point average of B (3.0), students are eligible to begin their practicum. Students are responsible for finding a suitable practicum site, although Yorkville University’s Faculty of Behavioural Sciences is available to assist. Practicum settings and eligible on-site supervisors must be approved by the Faculty of Behavioural Sciences prior to commencement of the practicum.

The practicum experience takes place within the context of a course (PSYC 7113 and PSYC 7203) led by a member of the faculty. Students complete a number of self-directed learning modules related to the practice of counselling psychology, participate in 12 live seminars, engage in individual supervision with a faculty supervisor, and prepare a multi-staged case analysis.

Students are responsible for finding a suitable practicum site, although Yorkville University’s Faculty of Behavioural Sciences is available to assist. Practicum settings and eligible on-site supervisors must be approved by the Faculty of Behavioural Sciences prior to commencement of the practicum.

How much does the Master of Arts in Counselling Psychology program cost?

For information on tuition and fees please click  here  or contact an Admissions Advisor  here .

What is the application process for the Master of Arts in Counselling Psychology program?

Please contact an  Admisions Advisor  for more information.

What are the demographics of the classes?

Most students in the Master of Arts in Counselling Psychology program are aged 25 to 44 years old and are working professionals with significant experience in counselling or counselling-related work or studies. All students are passionate about making a difference in people’s lives.

Is Yorkville approved to offer the Master of Arts in Counselling Psychology degree?

Yes. Yorkville University has been approved to offer the Master of Arts in Counselling Psychology degree by the Government of New Brunswick.

What IELTS or TOEFL score do I need to be accepted?

For more information on the minimum English language requirements, please refer to section titled, “English Language Proficiency”  here .

Does Yorkville University offer any scholarships?

Yorkville University is committed to helping you evaluate different financial aid options and payment schedules. Please click  here  for more information.

Can I apply for Canadian provincial student loans?

Only domestic students can apply to Canadian provincial student loan programs such as the Ontario Student Assistance Program (OSAP), or New Brunswick Student Loans (NBSL).

Yorkville University is committed to helping you evaluate different financial aid options and payment schedules. Please contact an  Admissions Advisor  for more information.

What if I have more questions?

If you can’t find your questions addressed on this web page, please contact an  Admissions Advisor .

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How to Become a Therapist in Canada: Step-by-Step Guide  

Members of YU’s ISAC Reflect on What National Indigenous Peoples Day Means to Them

Ready to Apply?

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Counselling Psychology

Master of Counselling (MC)

Course-based program

*Note: Program is not currently accepting applications

Program overview

The University of Calgary has offered advanced counselling psychology degrees since 1964, but this option is unique in the flexibility it offers. Most of the course work is delivered online, allowing students to further their professional development while continuing to work and live in their communities.

However, some core competencies to be an effective counsellor can only be gained face-to-face and hands-on. Students are required to be on campus for the program’s skills-based courses (offered in the summer as residencies and workshops). You are also required to secure a practicum placement with a school, agency or workplace that offers counselling services and complete two practicum courses in that setting in the winter and fall terms your final year.

Completing this program

• Content Courses : Topics include counselling theories, group interventions and processes, research methodology, assessment theory and more.
• Practicum Courses: Two counselling practicum courses in a supervised school counselling setting.

Public and private education systems, community and non-governmental agencies, career counselling, school district administration, universities, school-based health and mental health centers, community-based day treatment or residential clinics/hospitals, juvenile justice programs, private practice.

A course-based master’s degree in counselling psychology is usually considered a final degree.

15 courses including practicum courses

Learn more about program requirements in the Academic Calendar

Classroom delivery

Online classes are also available

Time commitment

Three years full-time; six years maximum; part-time available

No supervisor is required

See the Graduate Calendar for information on  fees and fee regulations,  and for information on  awards and financial assistance .

Virtual Tour

Explore the University of Calgary (UCalgary) from anywhere. Experience all that UCalgary has to offer for your graduate student journey without physically being on campus. Discover the buildings, student services and available programs all from your preferred device.

Admission requirements

A minimum of 3.0 GPA on a 4.0 point system, over the last two years of full-time study (a minimum of 10 full-course equivalents or 60 units) of the undergraduate degree.

Minimum education

A four year baccalaureate degree, or equivalent from a recognized institution

Work samples

• A concise rationale for the application (500 words or less).
• A CV/personal resume documenting: professional experience; relevant work activities; presentations/publications; and relevant professional development/training.
• Statement of intent indicating the applicant's reasons for pursuing a graduate degree in the MC program; their educational goals; their personal and professional aspirations; and future career goals (approximately 500 words).

Reference letters

Test scores, additional courses.

A minimum of 9 units (1.5 full-course equivalents) in Psychology or Educational Psychology, including one course each in human development and learning. In addition, applicants are required to have a senior undergraduate Psychology or Educational Psychology course in the area of Communication Skills in Guidance and Counselling, or its equivalent, Communication Skills – Interpersonal and Verbal Facilitation. All prerequisite coursework must be completed with a grade of “B-“ or above.

Paid employment or volunteer work in counselling-related and research-related roles will be an asset.

English language proficiency

An applicant whose primary language is not English may fulfill the English language proficiency requirement in one of the following ways:

• Test of English as a Foreign Language (TOEFL ibt)  score of 97.
• International English Language Testing System (IELTS)  score of 7.0.
• Canadian Academic English Language test (CAEL)  score of 70 (no less than 70 in each section).
• Academic Communication Certificate (ACC)  score of A- in each course.

Admissions to this program are suspended as of July 1, 2018

If you're not a Canadian or permanent resident, or if you have international credentials, make sure to learn about international requirements

Learn more about this program

Educational psychology program.

Education Tower, Room 114 2500 University Drive NW Calgary, ABT2N 1N4 403.220.5675

Contact the Graduate Program Administrator

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University of Calgary 2500 University Drive NW Calgary, AB, T2N 1N4

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Related programs

If you're interested in this program, you might want to explore other UCalgary programs.

Thesis-based MSc

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Counselling Psychology (M.A.)

Program description.

The Master of Arts (M.A.) in Counselling Psychology (Non-Thesis): Project offered by the Department of Educational & Counselling Psychology in the Faculty of Education is a course-based program that emphasizes career-focused and engaging learning opportunities. The program's objective is to equip students with skills in information literacy, resourceful thinking, and communication to pursue professional opportunities (or potentially continue their studies).

Keywords: psychology, research, counselling, intervention, assessment, diversity.

Unique Program Features

• The program produces graduates who are trained in the major academic areas of counselling psychology and have sufficient research ability to evaluate and conduct research in counselling. This program provides them with the foundation for doctoral studies that have an emphasis on research.
• Training is provided in the research domain through coursework in data analysis and a research project. Clinical preparation is initiated in the program through coursework in ethics, intervention, assessment, psychological testing, and multicultural issues, and through a practicum.
• Note : The degree alone does not fulfill the requirements of the Quebec Professional Order of Guidance Counsellors ( OCCOQ ) or the Quebec Order of Psychologists ( OPQ ). Graduates of this program will need a supplementary internship experience if they wish to fulfill the requirements for membership in the OCCOQ. Students are admitted to an internship only with approval of the program and contingent on the availability of supervisory staff.

University-Level Admission Requirements

• An eligible Bachelor's degree with a minimum 3.0 GPA out of a possible 4.0 GPA
• English-language proficiency

Each program has specific admission requirements including required application documents. Please visit the program website for more details.

Visit our Educational credentials and grade equivalencies and English language proficiency webpages for additional information.

Program Website

MA in Counselling Psychology website

Department Contact

Graduate Program ecpinfo.education [at] mcgill.ca (subject: MA%20in%20Counselling%20Psychology%20(Project)) (email)

Available Intakes

Application deadlines.

Note : Application deadlines are subject to change without notice. Please check the application portal for the most up-to-date information.

Application Resources

• Application Steps webpage
• Submit Your Application webpage

Application Workshops

Consult our full list of our virtual application-focused workshops on the Events webpage.

Department and University Information

Graduate and postdoctoral studies.

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Education Specialist Degree in School Psychology

Earn your education specialist degree in school psychology at UW-Eau Claire. Become prepared for a successful career with our accredited program.

Grow Your Confidence, Skills, and Experience

Approved by the National Association of School Psychologists, our well-respected graduate program will prepare you to become a Nationally Certified School Psychologist.

Through rigorous coursework and real-world training, you'll become a problem solver, critical thinker and effective collaborator, working to help children and youth thrive behaviorally, emotionally and academically. Courses are taught by expert faculty and licensed school psychologists, as well as those who have backgrounds in clinical psychology, counseling psychology and applied behavior analysis.

To support your professional development and cultural competence, our all-encompassing degree provides a sequence of field experiences. During the program, you'll gain real-world, professional experience by participating in a multicultural practicum, providing school psychological services in culturally diverse settings such as the Lac Du Flambeau Indian Reservation or the Milwaukee Public School District. School-based practica will give you invaluable experience with placements in both rural and urban school settings. And while working as a graduate clinician in the Human Development Center , you'll gain critical interprofessional collaboration skills.

Students earn an M.S.E. degree in route to completion of the Specialist in Education (EdS) degree.

With our comprehensive curriculum and expansive opportunities for experiential learning, you can make important contributions to help change the lives of students, families, communities and beyond. Are you ready to take the next step in your career? 

Program Details

Accreditation information.

The school psychology educational specialist degree is approved by the National Association of School Psychologists and the Wisconsin Department of Public Instruction.

Licensure Information

The United States Department of Education requires institutions to disclose information for programs leading to professional certification or licensure about whether each program meets state educational requirements for initial licensure or certification.  

The requirements of this program meet licensure in the following states:  Alabama, Arizona, Arkansas, California, Colorado, Connecticut, Delaware, District of Columbia, Illinois, Iowa, Florida, Georgia, Hawaii, Idaho, Indiana, Kansas, Kentucky, Maine, Maryland, Michigan, Minnesota, Mississippi, Missouri, Montana, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, New York, North Carolina, Ohio, Oklahoma, Oregon, South Carolina, South Dakota, Tennessee, Texas, Utah, Vermont, Virginia, Washington, Wisconsin, Wyoming The requirements of this program do not meet licensure in the following states: N/A

It has not been determined whether the requirements of this program meet licensure in the following states: Alaska, Massachusetts, Pennsylvania, Rhode Island, West Virginia

Gain valuable clinical training in our Human Development Center, where six different disciplines come together to provide services for children and families. As a first-year student, you’ll practice assessment and intervention skills with actual clients. The following year, you’ll take on a leadership role as well as increase your experience in interdisciplinary practice, gaining skills that are highly sought after by employers.

Courses are taught by passionate, enthusiastic professors who know and love their fields. Their varied backgrounds provide incredible insights into the world of psychology and education. Small class sizes help you form relationships and gain an even more personalized education.

Blugold Stories

Blugolds in the school psychology program have the first-hand field experience they need to excel in their field straight out of graduation. These students work on real cases — not simulations or case studies. Partnerships and collaboration between the hard-working faculty supervisors and students are valued as a one-of-a-kind experience at UW-Eau Claire.

Just the facts

1,200 Hours of Experience Before You Graduate Our program is intentionally designed so you gain professional work experience before you enter the field.

100% Employed or Continuing Education Every 2022-2023 graduate from this major is currently employed or continuing their education.

Where can the school psychology program lead me after graduation?

Our graduates go on to make a positive impact across the globe — from Montana to the U.K. By earning your master of science in education and education specialist degrees, you are eligible for licensure or certification as a school psychologist in most states. You are also eligible for National Certification in School Psychology (NCSP). Some graduates choose to take their education a step further by pursuing their doctorate or seeking additional certification as directors of special education or pupils services.

Recent Graduates

School Psychologist Milwaukee Public Schools Wisconsin

School Psychologist Polzin School District Montana

School Psychologist Somerset School District England

School Psychologist Green Bay Public Schools Wisconsin

Director of Special Education Oostburg School District Wisconsin

School Psychologist Richfield Public Schools Minnesota

Our program provides the extensive education needed to help children and youth succeed both inside and outside the classroom. Curriculum is structured so you can gain knowledge of applied research, educational foundations and methods, and the delivery of school psychological services. Your capstone works as an internship — typically salaried — during which you'll work full time in a supervised, professional role, accumulating more than 1,200 hours of experience prior to graduation. 

Here are a few courses in Education Specialist Degree in School Psychology at UW-Eau Claire.

Counseling I

Introduction to fundamental counseling and consultation techniques.

Equitable, Diverse and Inclusive Practices in Schools

Students complete part of their Practicum in a diverse school setting under the supervision of a school psychologist. Students observe and participate in community orientation, professional development in culturally responsive practices, assessment, intervention, and classroom consultation activities. Students engage in readings and discussions.

Evidence-based Intervention in School Psychology

This course will expose students to individual and systems-level academic, behavioral, emotional, and social interventions used in school-based settings. All interventions will be discussed within the context of evidence-based practice as well as direct and indirect service delivery.

Meet the Faculty

Related Programs

Thinking about studying school psychology? You might also be interested in exploring these related programs.

What's Next?

University of Wisconsin-Eau Claire

105 Garfield Avenue  P.O. Box 4004  Eau Claire, WI 54702-4004 

715-836-4636

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Counselling psychology

Are you passionate about helping people? With us, you'll gain the knowledge and skills necessary to work as a professional counsellor and have a real impact on people’s lives. Our trauma-informed graduate program offers a balance of theory, practice and research.

The  Counselling Psychology program is available as a  course-based master's  or a  thesis-based master's  for those who want to pursue doctoral-level studies. This program is accredited by the Canadian Counselling and Psychotherapy Association’s Council on Accreditation of Counsellor Education Programs.

Why study counselling psychology at UVic?

• A balanced program of theory, practice and research
• Small classes, ongoing contact with a program supervisor and close faculty contact
• Practicum component where you'll get the counsellor preparation and training necessary to work in different settings.
• Excellent record of graduate job placement—see what our  students have to say !

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Western Education's MA | Counselling Psychology

The MA Counselling Psychology is a scientist-practitioner onsite full-time degree, which prepares you to work as a professional counsellor in community agencies and public institutions that serve a diverse range of clientele. Counselling faculty draw from different theoretical orientations to expose you to current thinking in feminist-informed, cognitive-behavioral and existential practices with individuals, families and communities. The thesis requirement prepares you to be both consumers and producers of research. The eight-month internship with experienced counsellors in child and family services, schools, colleges and universities, as well as mental health and justice settings, prepares you for counselling practice in specialized areas of interest.

Help children and families

Eight-month internship

Opportunities to specialize

What I like about my MA program is that I've been able to work closely with expert faculty on topics that pertain to my research. Every course focuses on critical topics and ties in with current events in Ontario education.

My MA degree program has helped me hone my research skills. Moreover, it has helped me develop a keen critical eye in both my academic and professional life.

- Ruth Nielsen, Graduated 2020

Beyond the program details

• A four-year Honours degree (20 full courses or equivalent), with a major in Psychology, from an accredited university.
• An undergraduate honours thesis
• Minimum "B" standing (70%) or equivalent in the final two years of study.
• Minimum one year or equivalent paid and/or volunteer experience in the helping professions (see note for more information).

Recommended:

• Courses/background in research statistical methods.

Notes & Exceptions:

• With regard to work experience, the Admissions Committee will add time in positions together to make up the equivalent of one year. There is no minimum requirement in terms of hours of work. However, there should be a reasonable accumulation of time that is the equivalent of one or more years in a related field.
• When considering whether or not an applicant's helping experiences qualifies them for consideration the admissions committee will examine both the role of the helper and the conditions under which a person is seeking help. Helping experience encompasses any activity where the helper is aware that they are providing assistance to someone who needs support for emotional or mental distress and needs. The person who seeks help is looking to the helper to provide assistance and help them improve and modify their current emotional and mental state. Helping experience does not include tutoring, teaching, or sport/performance coaching, which would be focused on making change to a cognitive or physical state. It does include experiences where the helper is aware that they are responsible for attending to the emotional/mental needs and state of the client, and can include distress centres, shelters, street-level services for vulnerable people, and mentoring programs, for example. One marker of an acceptable helping experience is the inclusion of training on the role and limitations of a helper and the psychological needs and vulnerabilities of the client population.
• Decisions for the Counselling Psychology program are based on application materials and a personal interview. Approximately 24 candidates are selected for personal interviews based on their application, which are held in March each year.

Tuition amounts are set each year by Senate and then published on the Office of the Registrar's  Fees Schedules  web page. Fees are assessed once each term (Fall, Winter, Summer).

Current students can access fee information by logging into the  Student Centre  (use your Western email log in and password). Students are notified each term once fee amounts have been posted in the Student Centre; it is each student's responsibility to log into the Student Centre and pay fees by the due date indicated. Failure to do so may result in a late payment fee or deregistration.

For questions about fees, including how to pay fees and the methods of payment that are accepted, students should go to the  Student Financial Services  pages of the Office of the Registrar's web site or contact Student Financial Services (Office of the Registrar) at 519-661-2100.

The Graduate Student Affordability Calculator was designed for you to get a better estimate of what it will cost to attend one of Western's graduate programs for one year. The calculator is not a promise of funding or a place to access scholarship support or financial aid; rather, it is intended to provide you with an accurate estimate of how much money you will need to pay for your tuition, fees, housing, food, and many other necessities for a 12-month (three-term) academic year.

Both internal and external funding opportunities are available for students in our Research Intensive programs.  The following funding scholarships are available at the Faculty of Education (please be aware, applicants are automatically considered for some scholarships.  The process for each is described in the link below.):

• Academic Research Cluster Scholarships
• Students living with disabilities
• Indigenous students
• Ontario Graduate Scholarship (OGS)
• Canadian Graduate Scholarship – Masters (CGS-M)

See further details about funding opportunities available through the Faculty of Education.

Instructors of onsite courses use the Sakai OWL platform, although it is not required.  Access to a course in Sakai OWL is typically opened the first business day of each term. Please note that although your own access may be granted prior to the first business day, course content may not be posted until closer to the scheduled term start. Your Western University login and password is required to access the course (your Western email without the @uwo.ca and its accompanying password). Access to the learning management system is found here: Sakai OWL .

For online courses, students are required to have access to the following:

• High speed Internet access
• Access to a computer that enables connection to outside websites (flexible firewall restrictions)
• Multimedia playback capabilities (video/audio)
• Computer capable of running a recent version of Internet Explorer, Safari, or Firefox; and/or Cisco MOVI client for PC or Mac
• Audio headset and microphone for computer

Program information

Description.

Graduate Counselling Psychology Handbook

This scientist-practitioner onsite full-time degree prepares you to work as a professional counsellor in community agencies and public institutions that serve a diverse range of clientele. Counselling faculty draw from different theoretical orientations to expose you to current thinking in feminist-informed, cognitive-behavioral and existential practices with individuals, families and communities. 

The MA program in Counselling Psychology alone does not result in certification; however, many of our graduates independently become certified with the Canadian Counselling and Psychotherapy Association. If graduates of the program plan to practice in Ontario, they will need to be registered with either CPO or CRPO .  

The MA in Counselling Psychology degree may lead to entrance into advanced graduate work at the doctoral level in other institutions or faculties, such as: 

• Western University
• University of Alberta
• University of Toronto
• University of Calgary
• University of North Dakota
• University of Ottawa

Please Note: Candidates wishing to work in public school settings as a guidance counsellor must hold a suitable teaching qualification. 

Employment 

Recent graduates of the Master of Arts in Counselling Psychology work in a variety of community agencies. Graduates have continued their education in professional psychology at the doctoral level. 

• Thames Valley District School Board, London, ON
• London Catholic School Board, London, ON
• Canadian Mental Health Association, London, ON
• Daya Counselling Services, London, ON
• Blue Hills Child and Family Centre, Aurora, ON
• Child Parent Resource Institute, London, ON
• Fanshawe College Counselling Services, London, ON
• Student Development Centre Western University, London, ON
• Western University Student Success Centre: Careers, Leadership and Experience, London, ON
• Center for Children and Families in the Justice System, London, ON
• Madame Vanier Children's Services, London, ON
• Halton Family Services, Oakville, ON
• Canada World Youth, Montreal, QC
• Glenrose Rehabilitation Hospital, Edmonton, AB
• Changing Ways, London, ON
• Huntington Society of Canada- London and Area, ON
• Canadian Mental Health Association, London-Middlesex, ON
• London Abused Women's Centre, London, ON
• University of Toronto, ON
• Western University, London, ON
• King's University College, London, ON
• McGill University, Montreal, QC
• Seneca College, Toronto, ON
• Humber College, Toronto, ON
• Rapport Youth and Family Services, Brampton, ON
• East Metro Youth Services, Toronto, ON
• Ryerson University, Toronto, ON
• Peel Board of Education, Mississauga, ON
• Toronto Board of Education, ON
• Cambridge Memorial Hospital, Waterloo, ON
• Centre for Prevention Research, CAMH, Toronto, ON

Below is a summary of the Thesis process. Students must consult the Master's Thesis Guide (PDF) , Program Policies web page, and the School of Graduate & Postdoctoral Studies' Thesis Regulation Guide for complete thesis guidelines and regulations.

Once a student completes their required and elective courses they will register in ED 9683 Individual Proposal Preparation (IPP). By the end of the semester in which a student completes the last required course, a student must decide on a topic for their thesis, and submit the Individual Proposal Preparation (IPP) - Supervisor Approval Form (found on the Forms and Guides page).

The IPP provides a structure for the writing of a thesis proposal. An initial review of relevant research provides the background for the proposed study. The methodological framework and the method to be employed are studied and developed. Ethical considerations are investigated and, where appropriate, an ethical review document prepared. The IPP is not a course but a milestone and compulsory element for those writing a Thesis.

The IPP should be completed in one term. The IPP is completed when the proposal and ethical review (where required) have been submitted for approval.

The Thesis Supervisor after consulting with the faculty members concerned, will formally appoint a Thesis Advisory Committee. The Committee will consist of a Thesis Supervisor and at least one additional faculty member who will act as a Thesis Advisory Committee Member. The Thesis Supervisor must be a member of the School of Graduate and Postdoctoral Studies with PhD supervisory status, as approved by the Credentials Committee of the School of Graduate and Postdoctoral Studies.

When the Thesis Supervisory Committee is satisfied with a student's written proposal, the student may submit the proposal for approval. The student submits one copy of their proposal and the MA Thesis Proposal Approval form to the Graduate Programs Office for approval by the Associate Dean, Graduate Programs.

If the proposed research involves human subjects, the student has to receive ethics approval from Western University Research Ethics Board before the research begins.

The student may proceed with their research and thesis preparation when all approvals have been obtained.

Only after all approvals have been obtained the student must register in ED 9590 Master's Thesis and may proceed with the research and the preparation of the thesis under the guidance and review of the Thesis Supervisory Committee. Please note that ED 9590 is not a course but a milestone.

When the thesis has been completed and approved by the Thesis Supervisory Committee. The student will submit the Application for Thesis Examination - Form B and Master's Thesis Supervisor Approval Form (found on the Forms & Guides page) to the Graduate Programs Office. The necessary arrangements will be made by the Graduate Programs Office for the examination of the thesis in accordance with the appropriate University regulations.

Timing/delivery

Full-time students:

Students will normally complete the program in five consecutive semesters beginning in September. The first three semesters are devoted to course work and thesis proposal, with the remaining two semesters constituting the Internship plus writing and defence of thesis.

Maintenance of a B average is required throughout the program. All students in this program are enrolled in the thesis-based route of study.

. Nine half-courses . ED9549 (Internship)

The program requires all students to be actively involved in research in counselling psychology.

See below for more information on ED9549 Internship.

Typical Program of Study

The following is a typical itinerary for a full-time student:

Scheduling of courses

Fall Term:  8:30 a.m. - 11:30 a.m. (each course meets one morning per week for 13 weeks)

Winter Term:  8:30 a.m. - 11:30 a.m. or 1:30 p.m. - 4:30 p.m. (each course meets one morning or afternoon per week for 13 weeks)

Summer Term (Intersession):  9 a.m. – 12 noon (course meets two mornings per week for six weeks)

Find more information on the current student's courses page

ED9549. Internship in Counselling. For counselling interns, who have completed the major part of their course work, to study cases, examine current problems and apply theory.

Prerequisite: completion of core courses or equivalent

Full course; two terms. Offered: Every Fall & Winter Term

Education 9549 involves a supervised Internship placement in counselling activities on at least a half-time basis over at least 8 continuous months of the academic year (namely September through April). Most students complete this requirement by working three days a week on-site for approximately 21 hours a week for 26 weeks (a minimum of 550 supervised hours on site) as well as one day of independent study off-site related to client issues.

The placement must be supervised by professional counsellors in accordance with Canadian Counselling and Psychotherapy Association guidelines. If the student plans to be employed with his/her current employer during the internship year, the student must arrange for both individual and group counselling activities to a minimum of half-time. Specific arrangements for the internship are made during the Winter term of the first year in the program.

Potential Supervisor

Important note: The MA in the field of Counselling Psychology admits students based on the requirements listed above. In September, the Counselling Psychology Professors facilitate a match between each enrolled student and Applied Psychology Faculty members who share their research interests.

Daniel Ansari 

Jason Brown 

Claire Crooks 

Emma Duerden 

Barbara Fenesi

Deanna Friesen 

Colin King 

Perry Klein 

Gabrielle Lee

Marguerite Lengyell

Albert Malkin

Nicole Neil

Susan Rodger 

  Katreena Scott 

Jacqueline Specht

Shannon Stewart

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40 Psychology Graduate Programs that Don’t Require the GRE

Editorial Listing ShortCode:

Check out the latest psychology graduate programs that don’t require the GRE for 2024. Explore in-demand graduate programs offered by schools with no GRE.

How people think directly influences how they act. If you’re fascinated by human thought and behavior, then it may be time to apply to a graduate program in psychology.

Jobs for psychologists are expected to increase 3 percent in the next ten years (Bureau of Labor Statistics), and a grad degree can help prepare you for success in those positions.

Universities Offering Psychology Graduate Programs Without a GRE Requirement

Methodology: The following universities are regionally accredited and offer psychology graduate programs online. In addition, the universities either offer a GRE waiver to qualified students or have no GRE requirement at all for admission.

1. Abilene Christian University

In an on-campus program at Abilene Christian University in Texas, you can earn your master’s degree in Clinical Psychology, Counseling Psychology or General Psychology. In addition to classroom work that covers topics like statistics, cognition, ethics, assessments, psychotherapy, and research, students in these programs participate in a practicum experience.

ACU is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

2. Adler University

Founded in 1952, Adler strives to develop professionals and practitioners who will better their local communities and the world. Driven by the work of physician and psychotherapist Alfred Adler, the school values fairness, equality and civil rights and helps students learn to put these concepts into practice.

Adler University is accredited by the Higher Learning Commission.

3. Alliant International University

Recognized as a top school for minorities by Diverse: Issues in Higher Education Magazine and Best for Vets Colleges by Military Times EDGE magazine, Alliant values diversity in the classroom and the workforce. Students are encouraged to have a global perspective, a desire for community service and a commitment to equality. Believing that hands-on experiences are essential for a well-rounded education, the school connects students to the community throughout its degree programs.

Alliant is accredited by the WASC Senior College and University Commission.

4. American International College

On the Massachusetts campus of American International College, you can choose one of four different psychology master’s degree programs: Clinical, Counseling, Forensic or General Psychology. If you opt for Clinical Psychology, you can further refine your focus by choosing a Forensic Psychology or Mental Health concentration.

AIC is accredited by the New England Commission of Higher Education.

5. Antioch University

Equal rights, equal pay and equal educational opportunities for minorities and women have long been important at Antioch. In the 1800s, Antioch was one of the first institutions of higher education that admitted both whites and African-Americans, and the school’s list of famous alumni includes Coretta Scott King.

Antioch University is accredited by the Higher Learning Commission.

6. Ball State University

You can study online with Indiana’s Ball State University to earn a master’s degree in Educational Psychology. Another option is to get your degree in Quantitative Psychology through an online or hybrid course of study. Each program offers further concentrations, such as Neuropsychology, through which you can tailor your studies.

BSU is accredited by the Higher Learning Commission.

7. California Baptist University

Through online study, you can earn a master’s degree in Counseling Psychology from California Baptist University. During this program, you’ll be required to complete a practicum and write a case report. You can select to complete your coursework through a synchronous or asynchronous format, and you’ll be expected to engage with fellow students each week.

California Baptist University is accredited by the Western Association of Schools and Colleges Accrediting Commission for Senior Colleges and Universities.

8. California Lutheran University

You can take classes on the campus of California Lutheran University to earn an MS in Counseling Psychology or Clinical Psychology. Counseling Psychology students must complete a practicum and are eligible to take a licensing exam after graduation. Clinical Psychology students write a research thesis.

In 2015, WSCUC reaffirmed Cal Lutheran ’s accreditation for another 10 years.

9. California Southern University

Through online coursework, you can earn an MA or an MS in Psychology from California Southern University. The MA program can help prepare you for becoming licensed as a marriage and family therapist. The MS program features specializations like Sports Psychology and Pastoral Counseling and is good preparation for doctoral studies.

California Southern University is regionally accredited by the Western Association of Schools and Colleges.

10. Capella University

Online master’s degree options from Capella University in Minnesota include Psychology and Clinical Psychology programs. Psychology students can choose among specializations like Educational Psychology, Applied Behavior Analysis, Industrial/Organizational Psychology and Child and Adolescent Development. Clinical Psychology students can study Applied Research, Clinical Counseling or Forensic Psychology.

Capella is accredited by the Higher Learning Commission.

11. Felician University

Since 1942, Felician University has been providing educational experiences based on the Catholic Franciscan values of service, compassion and respect. Over 2,000 students take classes from this school each year. The university has a student-faculty ratio of 13:1, and 73 percent of classes have fewer than 20 students.

Felician University is accredited by the Middle States Commission on Higher Education.

12. Florida International University

The MS in Professional Counseling Psychology from Florida International University is designed to prepare you to seek licensure. This is a hybrid psychology program, so you’ll do some coursework online and some on the university’s campus. For hands-on experience, you will also be required to complete a clinical practicum and a clinical internship.

Florida International University is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

13. Fort Hays State University

To help prepare you to work in an educational setting, you can earn an online MS in School Psychology from Fort Hays State University in Kansas. Courses in this program include Appraisal of Children, Curriculum-based Measurement and Advanced Child Psychopathology. Before graduation, you’ll be required to compile a portfolio and take comprehensive examinations.

FHSU is regionally accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools.

14. George Mason University

Virginia’s George Mason University offers a fully online program for earning an MPS in Applied Industrial and Organizational Psychology. To earn your degree, you’ll be required to take core classes like Psychological Research Methods and Personnel Selection as well as a few electives of your choosing. You will also need to complete two practicums.

George Mason is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools.

15. Grand Canyon University

From Arizona’s Grand Canyon University, you can earn an MS degree with a concentration like Forensic Psychology, Geropsychology or Health Psychology. A generalist degree is available as well. Classes may include Social and Cultural Psychology and Contemporary and Ethical Issues in Psychology. You’ll be required to finish your studies with a capstone project.

GCU is regionally accredited by the Higher Learning Commission.

16. LeTourneau University

Earning an MA in Psychology from Texas’ LeTourneau University can help prepare you to use psychology in ministry settings. Classes include Integrative Theology for Counselors and Lifespan Human Development. Students also participate in fieldwork. This is a non-licensure degree, but credits can be transferred to the university’s MA in Counseling program.

LeTourneau is regionally accredited by: the Southern Association of Colleges and Schools Commission on Colleges.

17. Liberty University

Studying online with Liberty University in Virginia allows you to earn an MA in Applied Psychology with a specialization in Developmental Psychology or Industrial/Organizational Psychology. These programs include core courses like Cognitive Psychology and Psychology and Christianity. The Developmental Psychology electives provide insight into various age groups.

Liberty University is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

18. Lynn University

You can take online classes from Lynn University in Florida to earn a generalist MS in Psychology or one with a focus on Industrial/Organizational Psychology. All students receive an iPad that they can use for their coursework. During the program, you may get to help faculty members with research.

Lynn University is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

19. Murray State University

Earning a psychology master’s degree from Murray State University requires studying on the school’s Kentucky campus, but you’ll have the options of earning an MA or an MS in General Experimental Psychology or Clinical Psychology. Your coursework will include classes like Biological Bases of Behavior, and you’ll be required to complete a thesis.

Murray State is regionally accredited by the Southern Association of Colleges and Schools Commission on Colleges.

20. National University

Headquartered in San Diego, California, National University offers a variety of master’s programs in psychology that can be completed online or on campus at several locations in CA. These programs are designed with busy adults in mind. Fields of study offered include mental health counseling, forensic psychology, marriage and family therapy, and human behavior.

National University is accredited by the WASC Senior College and University Commission.

21. Northeastern University

If you’re located in Boston, consider attending classes at Northeastern University to earn an MS in Counseling Psychology. For those who can’t attend classes on this Massachusetts campus, an MS in Applied Behavior Analysis is an online option in a related field; this program includes an optional practicum.

Northeastern has maintained its status as a member in good standing of the New England Association of Schools and Colleges (NEASC) Commission on Institutions of Higher Education (CIHE) since it was awarded its initial accreditation in 1940.

Northeastern University is accredited by the New England Association of Schools and Colleges, Inc.

22. Northwest University

Affiliated with the Assemblies of God denomination, Northwest University is a Christian school with a desire to engage students who are committed to both scholarship and service. Graduates go on to work in a variety of fields, including ministry, business, medical and educational settings.

Northwestern University is accredited by the Higher Learning Commission.

23. Nova Southeastern University

Florida’s Nova Southeastern University has online master’s programs for Forensic Psychology and General Psychology. These non-licensure programs may be useful as a pathway to a doctoral program, or you may put your education into practice in the workforce. Your coursework may include Cognitive Psychology, Human Growth and Development, and Human Sexuality.

NSU is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

24. Pacifica Graduate Institute

By taking a mix of on-campus and online classes, you can earn a Master’s in Counseling Psychology from Pacifica Graduate Institute in California. You’ll be expected to take classes in the humanities, marriage and family therapy, and clinical counseling. In addition, you will be required to complete a practicum and may eligible for MFT or LPC licensure.

In June 2019, Pacifica’s accreditation was re-affirmed by the WASC Senior College and University Commission.

Pacifica Graduate Institute is accredited by the Western Association of Schools and Colleges.

25. Palo Alto University

California’s Palo Alto University offers an online master’s program in preparation for earning your doctorate. Although classes are online, you’ll need to make one trip to campus. After earning your degree, you may be able to transfer your MS in Psychology credits toward the school’s PhD in Clinical Psychology program.

PAU is accredited by the Western Association of Schools and Colleges and the WASC Senior College and University Commission.

26. Pennsylvania State University

If you lead employees or other teams, consider pursuing an MPS in the Psychology of Leadership from Penn State World Campus. Your studies from this Pennsylvania school will include classes like Diversity Leadership, Dysfunctional Leadership and Leadership for Creativity and Innovation. You’ll also be required to engage in a culminating experience.

Penn State World Campus is regionally accredited by the Middle States Association of Colleges and Schools.

27. Pepperdine University

With online classes from Pepperdine University in California, you can earn an MA in Psychology or an MS in Behavioral Psychology. MA students learn about psychotherapy, counseling and interventions. The MS program includes supervised clinical experience, and it can help you prepare for taking the Board Certified Behavior Analyst exam.

Pepperdine is accredited by the Western Association of Schools and Colleges—Senior College and University Commission.

28. Purdue University Global

You can earn a generalist psychology master’s degree from Purdue University Global, or you can pursue a specialty, such as Addictions or Applied Behavior Analysis. Before graduation, you can choose whether to take a comprehensive exam or write a thesis paper. Your coursework may prepare you to take certification exams.

Purdue University Global is accredited by The Higher Learning Commission (HLC).

29. Sacred Heart University

While earning your master’s degree through Sacred Heart University ’s hybrid format, you’ll take classes like Foundations of Psychological Science and Individual Psychological Assessment and Appraisal. The Connecticut school offers three options for the MS in Applied Psychology: a generalist degree, an Industrial-Organizational Psychology concentration and a Community Psychology concentration.

SHU is accredited by the New England Commission of Higher Education (NECHE).

30. Southern New Hampshire University

The concentration options for SNHU’s online psychology master’s program are Child and Adolescent Development Psychology, Forensic Psychology and Industrial Organizational Psychology. This non-licensure program includes courses like Theories of Personality and Ethical Practice in Psychology. You’ll be required to complete your studies with a capstone class.

SNHU is accredited by the New England Commission of Higher Education.

31. The Chicago School of Professional Psychology

The Chicago School, which has campuses around the country, offers a number of online master’s programs for psychology students, including concentrations in International Psychology, Public Health, Child and Adolescent Psychology and Organizational Leadership. Most tracks are non-licensure, but the MA in Forensic Psychology can lead to licensure.

The Chicago School is accredited by the WASC Senior College and University Commission (WSCUC).

32. Touro University Worldwide

From Touro University Worldwide, you can earn an online MA in Psychology with a concentration in Educational Psychology, Media Psychology or Health Psychology. This New York-based school’s non-licensure programs can help equip you with skills for putting your classroom learning about cognition and personality into real-life practice.

TUW is accredited by the WASC Senior College and University Commission.

33. University of Hartford

You can take online or on-campus classes to earn an MS in Organizational Psychology from the University of Hartford in Connecticut. In addition to core classes like Personnel Psychology, you can choose both general psychology and organizational psychology electives. You’ll also be required to complete a capstone project or an internship.

UHart is accredited by the New England Commission of Higher Education.

34. University of North Dakota

The online no-GRE master’s program from UND includes classes like Behavior Pathology and Diversity Psychology. Earn an MA in Forensic Psychology will give you opportunities to study legal and criminal justice systems. The online class format involves watching recorded lectures, and you can access tutoring and library services.

UND is accredited by the Higher Learning Commission since.

35. University of Northern Colorado

You can take online classes from UNC to earn an MA in Educational Psychology with a Teaching Emphasis. Classes include Life Span Developmental Psychology, Brain and Education, Cultural Issues in Education Psychology and Motivation in Education. You’ll be expected to join a cohort and complete a master’s project.

UNC is accredited by the Higher Learning Commission.

36. University of Tennessee – Knoxville

The University of Tennessee – Knoxville’s Vols Online program offers an MS in Educational Psychology. You can choose a concentration in Adult Education or Applied Educational Psychology. This degree program often attracts professionals or those looking for a stepping stone toward a doctorate.

The University of Tennessee – Knoxville is regionally accredited by the Southern Association of Colleges and Schools Commission on Colleges.

37. University of the Cumberlands

The Baptist roots of the University of the Cumberlands date back to 1888. The university reaches over 10,000 learners each year and has a 17:1 ratio of students to faculty. Hands-on learning is highly valued at this school, and all students are expected to engage in service opportunities while attaining their degrees.

The University of the Cumberlands is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

38. Walden University

Over 57,000 students are studying with Walden University at any given time. The faculty members are leaders in their areas of expertise, and almost 90 percent of them hold doctoral degrees. The university’s status as a certified B Corporation shows its commitment to operating ethically and motivating students to be positive change-makers in their communities.

Walden is accredited by The Higher Learning Commission.

39. Western Kentucky University

U.S. News has ranked Western Kentucky University No. 24 in Best Colleges for Veterans and No. 34 in Best Regional Universities South. Both Sierra Club and Princeton Review have applauded this university for its environmental efforts. The school has over 20,000 students, and the average class has around 24 students in it.

Western Kentucky University is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

40. William James College

With William James College, you can choose to earn your degree fully online or to report to the school’s Massachusetts campus on select weekends. This program allows you to earn an MA in Organizational Psychology, and you can select an optional concentration in Talent Management.

William James College is accredited by the New England Commission of Higher Education.

A graduate degree in psychology may help you take your career to the next level. Thanks to the many no-GRE programs that are available, you may be able to get started without delay. Whether you are interested in counseling psychology or another specialty, there may be a no-GRE program that meets your needs.

Psychology Master’s Programs

Click on the field that most interests you to see a list of programs:

• Applied Behavior Analysis
• Forensic Psychology
• General Psychology
• Industrial Organizational Psychology

Psychology Doctoral Programs

Possible specializations outside of a Doctor of Psychology (PsyD) include:

• Cognition and Instruction
• Counselor Education
• Educational Psychology
• Marriage and Family Therapy

Master’s in Psychology – Applied Behavior Analysis

Focusing your studies on the field of Applied Behavior Analysis (ABA) can help you obtain the skills to help people modify their choices and actions. ABA skills can be useful with many populations, including children, the elderly and people with mental illnesses.

This concentration may help to prepare you for the licensure examination that will allow you to become a Board Certified Behavior Analyst; however, at some schools, you may need to take additional classes as well.

Master’s in Counseling

If you want to work one-on-one with people who could use direction and guidance, consider pursuing a career in counseling.

During your studies for a Counseling concentration, you may study individual and group therapies, addictions, tests and assessments, mental health disorders and life coaching. Your school’s program may prepare you for certification as a Licensed Professional Counselor in your state.

You may be able to select a concentration like Trauma Intervention or Health Psychology.

Master’s in Forensic Psychology

A master’s degree with an emphasis in Forensic Psychology can help students develop needed skills in various criminal justice and rehabilitation settings.

You might consider a career in prisons, juvenile homes, schools, rehab centers or courtrooms. The classes that you’ll take may cover mental illnesses, crisis negotiations, correctional systems and communications.

This degree program may prepare you for Licensed Professional Counselor status in your state.

Master’s in Psychology – General

A generalist master’s degree can give you the opportunity to explore many aspects of psychology.

Your studies may cover personality theories, group psychology, human development and mental health. A generalist concentration may allow you to enroll in several different electives so you can tailor your education to your various interests.

This online psychology degree can be useful in fields like human services, education, child development, business leadership, marketing and sales.

Master’s in Industrial Organizational Psychology

For a psychology degree that can help you become a better workplace leader, consider a concentration in Industrial Organizational Psychology .

Students in this concentration study the ways that people think and act in order to become more effective at motivating employees and encouraging exemplary performance. Your classes may cover topics like recruitment, productivity, conflict management and interpersonal relationships.

Many graduates apply their skills in management positions or as leaders in HR departments.

PhD in Psychology – Cognition and Instruction

When you pursue a concentration in Cognition and Instruction, you won’t just have the opportunity to gain a comprehensive education in cognitive psychology.

It can also help you learn how to teach others and effectively motivate learners. You might choose to teach college students or become a business trainer.

In preparation, your classes may cover topics like perception, attention, behavior theory, testing, mental health and social cognition.

PhD in Counseling

As a counseling psychologist, you can help people better their own lives and their interpersonal relationships.

Coursework for a doctorate in counseling concentration may encompass family dynamics, lifespan development, diversity and behavioral science. After completing this doctoral degree, you may be eligible to become licensed as a psychologist; your program may need to be licensed by the American Psychological Association.

Some schools require that you hold a master’s degree in this field before you can begin a PhD psychology program .

PhD in Counselor Education

Becoming experienced or licensed in counseling requires that students spend a good deal of time in supervised practice.

Earning a concentration in Counselor Education can help prepare you to be a professional who supervises others. This specialization may also help you earn a faculty position in a university’s psychology program.

In addition to increasing your knowledge about mental health, diagnostic criteria and various treatments, this concentration can also help you learn more about conducting research and teaching others.

PhD in Educational Psychology

If you want to use your psychology skills in academic setting, then a concentration in Educational Psychology may provide invaluable training.

Your doctoral classes will probably cover topics like memory, motivation, test scores, curriculum and organizational leadership. Educational Psychology programs may equip you to work with young students or adult learners.

You may be able to pursue licensure as a School Psychologist after completing this degree.

PhD in Psychology

To learn about many facets of psychology at the doctoral level, you may want to consider pursuing a generalist Ph.D. in this field.

Your studies can help you learn more about topics like psychology theories, client assessments, counseling ethics, behavior science, research and teaching. A general psychology program may offer you a chance to select multiple electives so you can pursue in-depth study in several areas.

A PhD in Psychology will typically also require a dissertation. However, a Doctor of Psychology may not require a dissertation since it’s a professional doctorate.

PhD in Industrial Organizational Psychology

An Industrial Organizational Psychology concentration can help prepare you for leadership positions in nonprofit agencies, corporations and other organizations.

The coursework will likely focus heavily on team leadership, group dynamics and organizational improvement. You may serve an internship with a company’s human resources, training or workplace safety team.

In some schools, this concentration may be known as Business Psychology, or I/O Psychology may be a subset of the Business Psychology program.

PhD in Marriage and Family Therapy

If helping people improve their closest relationships is important to you, then you might be a successful in the field of family therapy.

Pursuing a concentration in Marriage and Family Therapy can give you opportunities to study interpersonal relationships, refine your clinical skills, practice writing grants for family supports and conduct research in the field.

With a clinical internship experience, your degree program may prepare you to become a Licensed Marriage and Family Therapist.

Applying to Psychology Graduate Programs

Although the application process can differ from one university to the next, most schools have a have some common requirements.

You may be required to submit:

• An application — this is often done online
• A personal resume that outlines your professional and volunteer experience
• School transcripts for your undergraduate and graduate degrees
• A letter or essay that states your personal goals and reasons for applying
• Your GRE or other test scores
• Letters of recommendation
• An application fee

When you think of applying to grad school, submitting test scores may be one of the first things that come to mind. However, that’s a less standard requirement than you might think. Some schools do not require any applicants to send in GRE scores for admission to their psychology programs, or they offer waivers.

Prerequisites

To be admitted to a master’s-level program in psychology, you must have earned a bachelor’s degree, such as a psychology bachelors degree online . Some schools stipulate that your undergraduate studies must be in psychology or a related field . Others do not have such a requirement.

Previous educational requirements for a doctorate can vary greatly. Most schools expect you to first hold a master’s degree, but others provide fast psychology degree programs in which you can earn your master’s while on your way to completing your doctorate. Don’t let the length of a doctorate in psychology program deter you away as it is normally an extra year or two and can be very rewarding.

Professional Requirements

Some schools consider only applicants with work experience. The workforce equips students with skills and knowledge beyond what is learned in the classroom, so having held a psychology-related position can help to set grad students up for success.

The exact length of time required can vary greatly among schools, but it’s common for programs to require applicants to have at least a few years of professional experience in the field.

5 Common GRE Waivers

Many universities look at GRE scores during the application process, but they’re willing to make exceptions for students who meet various waiver requirements, such as those listed below. Keep in mind that waivers are granted on a case-by-case basis, so you’ll have to discuss your eligibility with your university’s admissions department.

A strong undergraduate GPA may be enough to exempt you from testing. At some schools, a standard GPA minimum, such as 3.0, applies to all programs. Others set a different standard for each of their grad programs.

2. Professional Experience

If you’ve been working in the field for a certain length of time, some universities believe that is enough to demonstrate your competence and knowledge. Professional certifications may increase the likelihood of an exemption. Military service may also help you earn a waiver.

3. Graduate Degree

The GRE is intended to demonstrate your readiness for graduate-level work. If you have already earned another graduate degree, then it’s clear that you can perform at the post-baccalaureate level. Therefore, the GRE may not be necessary when applying for your second or third graduate program.

4. GMAT or GRE

Some schools want to receive test scores from you, but they may be flexible about which ones. The GMAT is an exam that is typically used for admission to business school. If you’ve taken the GMAT but not the GRE, you may be able to send your GMAT results in place of GRE scores.

5. No GRE Required for Specific Graduate Programs

Often, a school’s admissions requirements are different for each department. Just because GRE scores are mandatory for some programs, that doesn’t mean that every department will insist on them. Before sending in your application for grad school, look into the psychology department’s specific requirements.

What is the GRE?

The GRE, officially titled the Graduate Record Examination, is a rigorous test that some schools rely on as a measure of your readiness for grad school. The test covers topics like vocabulary, mathematics, reasoning and critical thinking.

If you take the GRE, you’ll receive three different scores. These three scores reflect the results of your:

• Two Verbal Reasoning sections
• Two Quantitative Reasoning sections
• One Analytical Writing section

What is a GRE Waiver?

Even if a school lists GRE scores as one of its requirements for admission to grad school, there’s a chance that you’ll be able to send in your application without them. If you meet other criteria, the school may be willing to assess your suitability for their graduate programs without GRE requirements.

Waivers may be granted for:

• Work history
• High undergraduate GPA
• Prior graduate degrees

The requirements vary among schools, so yours might grant other exceptions as well.

Is the GRE Exam Required for Graduate School?

For years, the GRE was considered the gold standard for grad school admissions. These days, more and more universities are opting not to require GRE scores as part of the application package. The same is true with psychology master’s programs not requiring the GRE .

The trend away from GRE testing is based on a mix of factors:

• Testing requirements may reduce schools’ diversity
• Exams don’t always predict grad school success
• Other criteria can do a better job of showing whether students are a good fit for a program

What Master’s Programs Don’t Require the GRE?

Each university sets its own admissions requirements, so there isn’t a set list of masters programs that don’t require the GRE. Because there has been a growing movement away from mandatory GRE testing in recent years, there’s a good chance that you will be able to find at least a few no-GRE universities that offer your desired master’s program.

Whether you are interested in psychology or another field, getting into grad school without the GRE may be possible.

What PhD programs Do Not Require GRE?

There are many fields in which you can earn a doctoral degree without ever sitting for the GRE. Each university or doctoral program makes its own decisions about whether GRE scores are an essential part of the application process. From theology to psychology to mathematics, you may be able to find no-GRE doctoral programs that appeal to your interests, including some online EdD no GRE options.

To learn more about whether your top programs require GRE scores, contact the schools’ admission departments.

Does Every Graduate School Require GRE?

No, only some graduate schools ask applicants to submit GRE scores with their applications for master’s or doctoral programs. Business schools often rely on the GMAT, and there are many schools that require no test scores at all.

Instead, they evaluate applicants based on other criteria, such as school transcripts and personal essays.

Is the GRE required for a PhD?

No, many successful doctoral students have earned their degrees without ever taking the GRE. If you are interested in a doctorate but don’t want to spend time or money on test preparation, you may be able to find programs that don’t require GRE scores as part of the application process.

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Ph.D. Admission Process

All doctoral applications to the Department of Counselor Education and Counseling Psychology must originate with the Graduate School. New students enter the program in the fall semester of each year, and the application deadline is December 1 of the preceding year—all application materials must be postmarked or received electronically by this date, and materials not postmarked or received electronically by this date will not be considered. The vast majority of our doctoral students now enter the program already having a master’s degree in a mental health field. All applicants must have at least attained a baccalaureate degree from an accredited college or university.

Prerequisites for Admission

The following courses are prerequisites for graduate study for all programs in the Department of Counselor Education and Counseling Psychology: introduction to psychology, introduction to statistics, research methods in behavioral sciences, abnormal psychology, human development, multiculturalism/diversity, in addition to experience in human service (field work, service learning, volunteering, or employment). Applicants not meeting all prerequisites may still be considered for admission, but should contact the department to discuss alternate plans for meeting the requirements prior to starting the program. Students who have completed relevant graduate course work prior to entry into the program may apply to have some of their requirements waived if the previous course work is equivalent to the courses currently required by the program.

Course Waivers for Program Requirements

Students who have completed graduate coursework at other institutions or at other Marquette University departments that is equivalent to courses required in our Program may petition to have those course requirements recognized (substituted) by the Marquette University Graduate School as meeting specified program requirements. A Petition for Course Waiver or substitution form must be completed for each course to be considered for a waiver. Students will need to submit to their advisors the course syllabi from the original course taken. Copies of course syllabi for our department that can be used for comparison purposes are available from the department assistant. The advisor and department chair both need to sign the form indicating their approval for the waiver to be accepted. In cases of disagreement between the advisor and chair, the petition will go to the full department faculty for a vote. Courses taken longer than six years ago normally will not be waived because the materials that was covered is likely no longer current. This procedure does not need to be followed for courses that a new student previously completed within the department with the previous six years.

Students should also use this procedure for elective courses not already preapproved or for courses that they wish to take as a substitute for required program courses. Students need to obtain preapproval for substitute courses, however, because the faculty will not approve courses that may at first glance appear to be similar to our courses but which we judge as not meeting our standards.

The time to program completion will depend on the number of courses waived because prior graduate coursework meets current program requirements. If no courses meet current program requirements, it is expected that students require six years to reach degree completion. If courses are waived because prior completed graduate courses meet program requirements, then students can expect that it would take four to five years for degree completion. Students will determine the specific program plan in collaboration with their academic advisors, and a completion date during the first semester of the program.

Admission Process

Admission applications that are incomplete or received after the deadline will not be reviewed. To ensure your file is complete and on time, please contact the Graduate School at 414-288-7137 or email at [email protected] .

• Doctoral admission applications due to the Graduate School: December 1, 2023
• Doctoral campus interviews: Friday, January 26, 2024

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Materials to be Submitted for Application

All of the following materials must be submitted to the Graduate School by the appropriate deadline.

• Graduate School application form and application fee.
• If coursework was completed within the United States, submit copies of all current and previous college/universities except Marquette.
• If coursework was completed outside of the United States, a transcript evaluation is required. A copy of a course-by-course evaluation is approved for the application process.
• Test scores on the Graduate Record Examination (GRE) General Test and the Writing Test are optional.
• Your interested in our doctoral program in counseling psychology;
• How your research experiences and career goals are congruent with the scientist-practitioner model of our department;
• A ranking of up to three department faculty with whom you wish to work on research, as well as the reasons why you wish to work with these faculty ( View a full list of faculty );
• How your experiences or interests would contribute to fostering diversity in the program.
• Current resume or vita.
• Three letters of recommendation from individuals who can address the applicant's academic and professional potential.
• International applicants must submit a TOEFL score or other acceptable proof of English proficiency.

The Counseling Psychology program strongly encourages applications from those who believe that their commitment to diversity in health service psychology and/ or their own personal identity (e.g., ethnic, national origin, sexual, or gender identity) will contribute to a positive climate for diversity in the program and department. We also encourage diverse applicants to request consideration for the Marquette University Graduate School Diversity Fellowship at the time of application.

For application information and forms, please contact the Graduate School [email protected] at 414-288-7137,or email Coreen Bukowski , department academic coordinator.

After all completed applications are reviewed, the highest ranking applicants will be contacted for an interview that is required for admission. International applicants and others for whom an in-person interview would be prohibitively expensive are invited to interview over the phone. These interviews normally are held on the last Friday in January.

Applicant Evaluation by Departmental Faculty

The department faculty reviews applicant files comprehensively, emphasizing all aspects of applicants’ backgrounds. Academic transcripts, test scores, letters of recommendation, statements of purpose, writing samples, and professional backgrounds receive special attention in the first phase of the application process. Those applicants who are judged to show good potential for graduate study in our department, and who demonstrate a strong fit with at least one faculty member’s research interests , are then invited for an interview with the department faculty. Potential for graduate study and the fit between the applicant and the advisor/program are the focus of these interviews. After the interviews have been completed, the entire faculty again reviews each application and makes decisions about whom to offer admission. As noted earlier, students are admitted to work with a particular faculty member, and this match is based upon the advisor’s and the student’s shared research interests.

With regard to previous grades for our recent doctoral counseling psychology students, the median undergraduate GPA was 3.6. The faculty admits students with lower grades when there are significant compensating factors that are important for determining success in the field. If relevant, applicants should highlight these factors in their Statement of Purpose.

Tuition and Financial Aid Information

Tuition for a graduate education student can be found on the Graduate School tuition page. This level of tuition is often fairly competitive with other institutions. In recent years, new full-time doctoral students have been supported by part-time research assistantships through the department. Scholarships have helped some additional students, and a variety of fellowships and other options are available. For more information, see the Graduate School's financial aid page.

We will not know the number of assistantships available to next year's students until our admissions offers are sent out during the middle of the spring semester.

Visiting the department

You are welcome to visit the department to find out more about our programs. Department informational sessions are currently not held on campus, but you may schedule an online meeting or email the department. We are located in room 146 of the Walter Schroeder Health and Education Complex, 560 N. 16th Street. Download a campus map .Please contact Coreen via e-mail or 414-288-5730 to let us know you are interested in visiting or would like someone to contact you. Contact the Graduate School to schedule a campus visit/tour.

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