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Nursing

Programs | Application Procedures and Deadlines

Nursing

Location

  • Ingram School of Nursing
  • Wilson Hall
  • 3506 University Street
  • Montreal QC H3A 2A7
  • Canada

About Nursing

The Ingram School of Nursing is a professional School within the Faculty of Medicine that has been educating nurses since 1920. On September 10, 2012 the School was formally renamed the Ingram School of Nursing in recognition of Richard and Satoko Ingram and their exceptional support for Nursing at McGill. The School is internationally recognized for its distinctive vision, leadership in nursing, and the quality of its programs. McGill nursing graduates have earned a reputation as outstanding clinicians, educators, researchers, and leaders in the discipline.

Over the years, the faculty of the School at McGill has worked to formulate a philosophy about the responsibilities and practice of nursing. This philosophy, known as the McGill Model of Nursing, directs the curricula at the School and emphasizes health, the family, learning and development, collaboration with clients, and working with the resources of individuals, families, and communities. Its intent is to actively promote health and well-being in people of all ages and across all situations. The McGill Model of Nursing is also central to the McGill University Health Centre's Department of Nursing.

At the graduate level, the Ingram School of Nursing offers tailored programs in advanced nursing practice that prepare our students to be leaders in their field. The learning experience at the School is geared to foster individual judgment, creativity, and initiative. Led by nationally recognized researchers, students will participate in cutting-edge programs of research related to nursing practice, education, and administration. McGill's Ingram School of Nursing is for you if you want to contribute to the knowledge base of advanced nursing practice and want to be involved actively in changing how healthcare is delivered locally, nationally, and internationally.

The School is located in Wilson Hall, which houses classrooms, computer facilities, faculty offices, and lounges. A recently renovated Nursing Learning Laboratory, located at University Hall Residence, has seven clinical beds, an ICU bed, two examination tables, and AV capacity for distance education. Students registered in the School also take courses in other faculties within the University. Selected experience in nursing is provided in the McGill University Health Centre, other McGill-affiliated hospitals, and in a wide variety of health agencies in Montreal.

For information on undergraduate Nursing programs, please consult the Health Sciences Calendar available at www.mcgill.ca/study.

M.Sc.A. Program and Concentrations

Historically, students entering the master's program selected "areas of study." The clinical stream prepared students for clinical nurse specialist or nurse practitioner roles in selected areas. The adjunct area was available for students who wished to plan an individual program of study in such areas as nursing administration, education, or global health. These have since been replaced by formal concentrations, which are listed in the table below.

Graduate Certificates and Diplomas

Nurse applicants with a Master's degree in Nursing and with the required clinical experience are prepared for nurse practitioner roles through our Certificate and/or Diploma programs. These programs offer our students the necessary biomedical skills and knowledge in either Neonatology or Primary Care to prepare them for the last step to their career, which is the OIIQ (Ordre des infirmières et infirmiers du Québec) nurse practitioner licensing exam.

Doctoral Program

The Ph.D. program is designed to prepare nurses to contribute to the development of knowledge in the discipline through research and academia. Faculty members are active researchers in many areas, including telehealth, pediatric ethics, family health, psychosocial oncology, palliative care, pain, and chronic illness.

Master of Science, Applied (M.Sc.A.); Nursing (Non-Thesis) — Clinical Nurse Specialist (49 credits)
This concentration is open to bachelor-prepared nurse students for full-time (two-year program of study) or part-time studies (three to five years of study). The core content of the CNS concentration prepares students for advanced practice nursing roles in diverse settings and with diverse populations. Content is organized based on the McGill Model of Nursing and focuses on such areas as family intervention, collaborative practice, and working with family strengths and resources. Through clinical courses, students engage in advanced clinical assessments and interventions, and develop greater capacities to reflect purposefully and in-depth on their nursing practice. Research methods, systematic study of clinically-based nursing problems, and dissemination of knowledge relevant to clinical practice are all developed within this program of study.
Master of Science, Applied (M.Sc.A.); Nursing (Non-Thesis) — Direct Entry Nursing (55 credits)
The Direct Entry Nursing concentration remains the only one of its kind in Canada. Students will complete 96 credits over three years, which include 41 credits in the Qualifying Year. This program is tailored to the university graduate with a general Arts or Science degree and no previous preparation in nursing. Candidates complete entry-to-practice preparation in nursing while also completing graduate level studies. Upon completion of the M.Sc.A. Year 2, graduates are eligible to write the OIIQ (Ordre des infirmières et infirmiers) licensing exam. This program is accredited by the Canadian Association of Schools of Nursing (CASN).
Master of Science, Applied (M.Sc.A.); Nursing (Non-Thesis) — Global Health Clinical Nurse Specialist (51 credits)
This Global Health Clinical Nurse Specialist concentration is open to bachelor-prepared nurse students who wish to include global health content throughout their program of study. It sets out to prepare students for the challenges of working with diverse populations in limited-resource environments with a philosophy stressing the importance of understanding the inherent power dynamics, equity issues, and ethical dilemmas that arise through this work. Students spend one semester in their final year taking clinical- and project-based courses in a global health placement setting.
Master of Science, Applied (M.Sc.A.); Nursing (Non-Thesis) — Global Health Direct Entry (58 credits)
The Global Health Direct Entry concentration is thus labelled for bachelor-prepared non-nurse students who wish to include global health content throughout their program of study. It sets out to prepare students for the challenges of working with diverse populations in limited-resource environments, based on the belief that we have much to learn from one another. Students spend one semester taking clinical- and project-based courses in their final year in a global health placement site. This concentration is managed by the Global Health Committee of the Ingram School of Nursing.
Master of Science, Applied (M.Sc.A.); Nursing (Non-Thesis) — Neonatal Nurse Practitioner (45 credits)
This concentration is open to bachelor-prepared nurse students. It prepares students for the multifaceted role of nurse practitioner in intermediate, acute, and critical care in neonatology. The nurse practitioner will acquire the necessary knowledge and understanding required to practice in a collaborative way in providing services designed to deal with the healthcare needs and problems of neonates and their families in a variety of settings. Students who successfully complete this program are eligible to apply to the Graduate Diploma, Neonatal Nurse Practitioner program, which is the last step before the relevant licensing exam of the OIIQ (Ordre des infirmières et infirmiers du Québec).
Master of Science, Applied (M.Sc.A.); Nursing (Non-Thesis) — Nursing Education (49 credits)
This concentration is open to bachelor-prepared nurse students. It was developed to expose graduate-level nurses to instructional and learning theory, to better equip them to lead the movement towards more innovative and effective pedagogical approaches in training nurses working in healthcare establishments or nursing students in academic settings.
Master of Science, Applied (M.Sc.A.); Nursing (Non-Thesis) — Nursing Services Administration (49 credits)
This concentration is open to bachelor-prepared nurse students. Students in this concentration develop their capacity to assess the factors that affect and determine the nursing workforce. This will enable them to make strategic and effective decisions, and influence policy with regard to the planning and management of the nursing workforce.
Master of Science, Applied (M.Sc.A.); Nursing (Non-Thesis) — Primary Care Nurse Practitioner (45 credits)
This concentration is open to bachelor-prepared nurse students. It was developed to train graduate-level nurses to take on this advanced practice role. Primary Care Nurse Practitioners assume responsibility for tasks related to physical assessment, diagnosis, and treatment within legally sanctioned, pre-determined conditions that have traditionally been exclusive to medical practice. This concentration focuses on a wide range of acute and chronic health concerns across the life span. Students who successfully complete this program are eligible to apply to the Graduate Diploma, Primary Care Nurse Practitioner program, which is the last step before the relevant licensing exam of the OIIQ (Ordre des infirmières et infirmiers du Québec).
Graduate Certificate; Theory in Neonatology (15 credits)
This graduate certificate prepares students with completed graduate studies, comparable to the McGill Master of Science (Applied) Nursing program, and experience in neonatology to continue their studies in the Graduate Diploma in Neonatal Nurse Practitioner. The program of study focuses on the acquisition of advanced-level knowledge from the biomedical sciences in the context of the nurse practitioner role. The Graduate Certificate Theory in Neonatology and the Graduate Diploma in Neonatal Nurse Practitioner cannot be taken concurrently.
Graduate Certificate; Theory in Primary Care (15 credits)
This graduate certificate prepares students with completed graduate studies, comparable to the McGill Master of Science (Applied) Nursing program, and experience in primary care to continue their studies in the Graduate Diploma Primary Care Nurse Practitioner. The program of study focuses on the acquisition of advanced-level knowledge from the biomedical sciences in the context of the nurse practitioner role. The Graduate Certificate Theory in Primary Care and the Graduate Diploma in Primary Care Nurse Practitioner cannot be taken concurrently.
Graduate Diploma in Neonatal Nurse Practitioner (30 credits)
This diploma is the final step in the student's preparation to assume the new role as nurse practitioner. Students with completed graduate studies in the discipline and experience in neonatology now combine the acquisition of advanced-level knowledge from the biomedical sciences to the application of this knowledge in context. Upon successful completion of the diploma program, candidates are eligible to write the nurse practitioner licensing exam.
Graduate Diploma in Primary Care Nurse Practitioner (30 credits)
This diploma is the final step in the student's preparation to assume the new role as nurse practitioner. Students with completed graduate studies in the discipline and experience in primary care now combine the acquisition of advanced-level knowledge from the biomedical sciences to the application of this knowledge in context. Upon successful completion of the diploma program, candidates are eligible to write the nurse practitioner licensing exam.
Doctor of Philosophy (Ph.D.); Nursing
The Ingram School of Nursing of McGill University and the Faculté des sciences infirmières of the Université de Montréal offer a joint doctorate program leading to a Ph.D. in Nursing. This program is offered in English at McGill. The program is designed to train nurse scientists who will make a contribution to the advancement of knowledge in the discipline of nursing and assume a leadership role both in the profession and in the health care system.
Doctor of Philosophy (Ph.D.); Nursing — Psychosocial Oncology
A cross-disciplinary option in Psychosocial Oncology (PSOO) is offered in collaboration with the Departments of Oncology and Psychology and the Schools of Nursing and Social Work. This option is open to doctoral students in the Ingram School of Nursing and in the Department of Psychology who are interested in broadening their knowledge of psychosocial issues in oncology.
Taken from Programs, Courses and University Regulations 2014-2015 (last updated Jul. 22, 2014).

Nursing Admission Requirements and Application Procedures

Admission Requirements

Proficiency in English

The language of instruction at McGill University is English. Students must write term papers, examinations, and theses in English or in French. Applicants to graduate studies whose mother tongue is not English, and who have not completed an undergraduate or graduate degree from a recognized foreign institution where English is the language of instruction or from a recognized Canadian institution (anglophone or francophone), must submit documented proof of competency in oral and written English. Before acceptance, appropriate exam results must be submitted directly from the TOEFL (Test of English as a Foreign Language) or IELTS (International English Language Testing Systems) Office. An institutional version of the TOEFL is not acceptable. Applications will not be considered if a TOEFL or IELTS test result is not available. TOEFL exam requirements: a minimum score of 600 (paper-based) or 100 with each component score no less than 20 (Internet-based). IELTS exam requirements: a minimum overall score of 7.5 is required.

For information about the Language Policy at McGill University, please refer to Language Policy in the Graduate and Postdoctoral Studies University Regulations and Resources available at www.mcgill.ca/study.

GRE (Graduate Record Examination) general test results may be required in individual circumstances.

Students who have not completed their studies in North America may be asked to arrange for an interview as part of the application process.

Master's, Graduate Certificate, and Graduate Diploma Programs

Nurse applicants to the master’s program may complete their studies on a part-time basis (with the exception of those in the Nurse Practitioner areas of study where only the first year may be taken part-time), i.e., minimum of 3 credits per term to a maximum of five years. Applicants to the Graduate Certificates and Graduate Diplomas should consult with their advisor concerning course load.

All nurse applicants are expected to hold current registration in the province or country from which they come. Nurses who are not licensed in Quebec must be registered (immatriculé(e)) with the Ordre des infirmières et infirmiers du Québec upon the start of their graduate studies. Nurse applicants to the Nurse Practitioner areas of study must hold current and full licensure with the OIIQ.

International nurse applicants are required to have had experience as nurses in their country of origin and in North America.

B.A./B.Sc. Applicants to the Master's Program (Direct Entry – DE)

Applicants holding a general B.A. or B.Sc., including a number of prerequisite courses, may be admitted to a Qualifying year. A minimum CGPA (cumulative grade point average) of 3.0 (3.2 is strongly preferred) on a scale of 4.0 is required in order to be considered for entry. Upon successful completion of the Qualifying year, candidates apply to the master’s program.

Direct-Entry applicants must complete their Qualifying year and the master’s program of study on a full-time basis, i.e., a total of three years. The School considers admissions to this program for the Fall term only.

Note: For further information about the required courses in the Qualifying year of the Direct-Entry program, please see the Nursing website at www.mcgill.ca/nursing/programs/msca-direct-entry.

Nurse Applicants (Nurse Bachelor's Entry – NBE) to the Master's Program

Applicants for the master's degree must have completed a bachelor's degree in nursing with a minimum CGPA of 3.0 on a scale of 4.0. This preparation must be comparable to that offered in the bachelor's in nursing programs at McGill, which is a minimum of 66 university credits including 12 credits in the biological sciences. Applicants must also have completed an Introductory Statistics course (3 credits) prior to entry. Prospective applicants whose undergraduate degree differs from the McGill degree are encouraged to contact the Ingram School of Nursing to have the eligibility of their degree assessed. Experience in nursing is strongly recommended.

Graduate Certificates and Graduate Diplomas in Nurse Practitioner

Applicants must hold a bachelor’s degree in nursing and a master’s degree in nursing comparable to McGill (the bachelor program must have a minimum of 66 credits including 12 credits in the biological sciences) with a minimum CGPA of 3.2 on a 4.0 scale required. Prior to entry, applicants are required to have a minimum of two years of experience in Canada in the specialty area over the previous five years.

Students in the Nurse Practitioner program are required to hold a “carte de stage” allowing them to participate in the required clinical practicum at the end of the second year of the program. The “carte de stage” is granted by the Quebec Order of Nurses (Ordre des infirmières et infirmiers du Québec – OIIQ) to Nurse Practitioner candidates that are licensed in Quebec.

International students must therefore obtain current and full licensure from the OIIQ before submitting their application to the Neonatology or Primary Care Nurse Practitioner program. Please note that in order to obtain a nursing licence in Quebec, one must be proficient in the French language. For more information regarding the OIIQ licensure eligibility criteria, please contact the OIIQ at 514-935-2505.

The Primary Care Nurse Practitioner program delivers some courses in French, making proficiency in French a requirement for this program as well.

Ph.D. Program

Applicants admitted to the doctoral program through McGill University must have completed master’s-level studies with either their undergraduate or graduate degree in nursing comparable to McGill. Applicants must have a CGPA of 3.3 on a scale of 4.0 or a B+ standing. Highly qualified nurse bachelor's entry students enrolled in the M.Sc.(A.) in the nursing program may be accepted into the Ph.D. program provided they meet its standards.

The School considers admissions to the doctoral program for the Fall term only. The nursing courses in the doctoral program are offered every two years and incoming students may begin with Schedule A or Schedule B (see Doctor of Philosophy (Ph.D.); Nursing for details) depending upon their admission year.

Registration and Regulations

Official registration through Minerva must be completed by August 14. Students registering late for reasons unrelated to the admission procedure are subject to the late payment fee.

Orientation for new students will be held in class during the first week of lectures. Students should contact their academic adviser for approval of complementary courses before the add/drop deadline.

Returning students are responsible for ensuring that registration is completed according to the University timetable deadlines.

Course Requirements

Students are provided with the course objectives, requirements, and methods of evaluation at the beginning of each course. Students will not be permitted to write an examination in any course unless they have fulfilled the requirements, including attendance.

OIIQ Registration or Proof of Licensure

Please visit www.mcgill.ca/nursing/students/clinical for further details.

Vaccination/Immunization and Mask-Fitting Requirements

New students in the Ingram School of Nursing must refer to the Vaccination/Immunization Requirements for Health Sciences Programs outlined in the General University Information and Regulations of the Health Sciences Calendar (available at www.mcgill.ca/study under Faculties & Schools). A copy of the immunization form outlining requirements can be found at www.mcgill.ca/studenthealth/immunize/forms. Annual flu vaccination is strongly recommended to all health science students. Entry into the McGill University Teaching Hospital Network is dependent on having met the immunization requirements. All students must have immunizations completed (or in process for Hepatitis B) and mask fitting done by the start of clinical placement in September.

CPR and First Aid Requirements

Valid First Aid and CPR Certification Health Care Provider (HCP) and Automated External Defibrillation (AED) is required no later than September 15th for all graduate nursing students except for those in the Ph.D. program. Students are responsible for maintaining this certification up-to-date throughout their program of study.

Achievement Builders – Student Services

Any student who is experiencing difficulty in meeting course requirements must take advantage of the Achievement Builders program offered through Student Services. Information is available at: www.mcgill.ca/firstyear/studentlife/workshops1.

Regulations Concerning Clinical Placement Courses

  • Students must be registered with the OIIQ before they can have access to clinical placements. Students who have not completed the registration procedure cannot commence clinical studies.
  • Students must have met the vaccination/immunization requirements prior to commencing clinical studies in September.
  • Students are required to purchase equipment such as a stethoscope and physical-assessment equipment. Information is provided at registration or within specific courses.
  • Students are expected to demonstrate professional behaviour at all times. The Code of Ethics for Nurses and the McGill University Code of Student Conduct (as outlined in the Handbook on Student Rights and Responsibilities) provide guidelines. Professional behaviour is expected in relation to classmates, teachers, patients, and the institutions within which studies take place.
  • In any formal documentation, students must identify themselves as a McGill Nursing Student with the respective year of study noted.
  • Name badges must be worn at all times in clinical studies. These are ordered in the Fall semester of the first year of studies and the cost is charged directly to the student's fee account. Name badges are ordered through the Ingram School of Nursing and students will be required to purchase two sets of name badges in early Fall prior to starting clinical placement. Students must comply with the uniform policy during clinical placements.
  • Students must have a photo I.D. taken at the MUHC for their clinical placements there.
  • Attendance in clinical courses is mandatory and absences must be discussed with the instructor. Students with repeat absences may be asked to defer clinical studies if progress in the clinical course is compromised.
  • Students whose performance in clinical studies does not meet the course objectives will be informed in writing and a learning plan will be developed. Students whose performance is below expectations or who are unsafe in clinical studies may be required to withdraw from the course at any time.
  • Students whose academic performance is below expectation or considered to be incompetent or unsafe in clinical studies can be required to withdraw from the course at any time—in such cases the student will receive a grade of WF or F.
  • While an effort is made to place students within reasonable travelling distance for clinical studies, each student must budget a sum of money to travel to and from a patient home and clinical institutions.
  • Clinical courses that are offered during the Summer session may require that students study during the day or evening.
  • Clinical agencies may require students entering their facility to undergo a Criminal Reference Check prior to being granted permission to enter their facility.

Requirements for Licensure

Following completion of a first-level program in nursing, graduates must obtain licensure from the professional organization in the province or state in which they complete their studies. Visit www.mcgill.ca/nursing/students/graduation for further information.

Application Procedures

McGill's online application for graduate program candidates is available at www.mcgill.ca/gradapplicants/apply.

See Application Procedures for detailed application procedures.

For information on the application process as well as the supporting documents required in addition to the uApply online application, please visit our Nursing website at www.mcgill.ca/nursing/programs/applying-graduate-programs, then search for your program of study.

Additional Requirements

The items and clarifications below are additional requirements set by this department:
  • Students who have not completed their studies in North America may be asked to arrange for an interview as part of the application process.
  • GRE (Graduate Record Examination) general test results may be required in individual circumstances.

Application Deadlines

The application deadlines listed here are set by the Ingram School of Nursing and may be revised at any time. Applicants must verify all deadlines and documentation requirements well in advance on the appropriate McGill departmental website; please consult the list at www.mcgill.ca/gps/contact/graduate-program.

Term of Entry Canadian International Special/Exchange/Visiting
Fall:
  • Qualifying for the M.Sc.A. Nursing
  • M.Sc.A. Nursing – all concentrations (Special Students, visit website: www.mcgill.ca/nursing/programs)
  • Ph.D. Nursing
Feb. 15 Jan. 15 Feb. 15 (Canadian)/Jan. 15 (International)
Winter:
  • M.Sc.A. Nurse Bachelor Entry, part-time studies in all concentrations (except for Global Health and Nurse Practitioner) must contact the Graduate Admissions Coordinator prior to applying
  • Graduate Certificate; Theory in Neonatology
  • Graduate Certificate; Theory in Nurse Practitioner Primary Care
  • Graduate Diploma; Neonatology Nurse Practitioner
Sept. 30 N/A Sept. 30
Summer:
  • Graduate Diploma; Nurse Practitioner Primary Care
Dec. 15 N/A N/A

Admission to graduate studies is competitive; accordingly, late and/or incomplete applications are considered only as time and space permit.

Taken from Programs, Courses and University Regulations 2014-2015 (last updated Jul. 22, 2014).

Educational and Counselling Psychology

Programs | Application Procedures and Deadlines

Educational and Counselling Psychology

Location

  • Department of Educational and Counselling Psychology
  • Education Building, Room 614
  • 3700 McTavish Street
  • Montreal QC H3A 1Y2
  • Canada
  • Telephone – Program Information: 514-398-4242
  • Fax: 514-398-6968
  • Email: ecpinfo [dot] education [at] mcgill [dot] ca
  • Website: www.mcgill.ca/edu-ecp

About Educational and Counselling Psychology

The Department of Educational and Counselling Psychology (ECP) programs and research examine the interplay between complex human systems (cognitive, social, emotional, behavioural, and biological) to maximize: (a) learning, (b) wellness (mental and physical), and (c) human development in multiple settings and throughout the lifespan. More specifically, they examine issues pertaining to cognitive processes and developmental neuroscience, assessment and intervention, and the design and evaluation of learning environments and instructional practices, with both typical and atypical populations in mind. While ECP’s primary disciplinary bases are psychology and education, it contributes to and is enriched by extended interdisciplinary collaborations with, among others, medicine and other health professions, neurosciences, computer science, science, social work and policy, and law.

Students in our programs benefit from having access to the McGill Psychoeducational and Counselling Clinic (www.mcgill.ca/edu-ecp/about/clinic) and the Departmental Assessment Materials Resource Centre (www.mcgill.ca/edu-ecp/students/amrc). To develop their professional skills in assessment, therapy, and supervision, students are equipped with the latest standardized materials and a state-of-the-art venue within which to conduct psychological and cognitive assessments. Our professional programs also have established connections with world-class public and private organizations, which include health care facilities and school boards where students receive supervised training for internships and practica. Our faculty members are involved in intra- and interdisciplinary collaborative research locally, nationally, and internationally. These networks offer students valuable exposure to, and connection with, different research laboratories, research leaders, and professional organizations. Students benefit from international mobility programs and specialized training offered in specific locations. Working closely with faculty members in their research teams, our students enrolled in research-based M.A. and Ph.D. programs have proven very successful in obtaining major external fellowships from bodies such as SSHRC, FQRSC, FRSQ, and CIHR.

Our graduates secure careers in a varied and rewarding range of settings. These include, but are not limited to: academic and research settings, professional psychology (counselling and school psychology), specialized and innovative teaching, educational research, development and leadership at all levels (e.g., schools, colleges and universities, school boards, ministries of education), staff development, and education in the professions.

Detailed graduate degree descriptions are available in the following sections:

Master of Arts (M.A.) Degrees

Students can obtain an M.A. degree in:

  1. Counselling Psychology (Non-Thesis) with major concentrations in:
    • Professional/Internship (coursework and internship based)
    • Project (coursework and research based)
  2. Educational Psychology with a Major in:
    • School/Applied Child Psychology
  3. Educational Psychology with concentrations in:
    • Health Professions Education
    • Human Development
    • Learning Sciences

Master of Education (M.Ed.) Degrees

Students can obtain an M.Ed. degree in Educational Psychology. Please note these are all non-thesis options. The M.Ed. program in Educational Psychology offers concentrations in:

  • Family Life Education (admissions to this concentration are currently suspended)
  • General Educational Psychology
  • General Educational Psychology (Project)
  • Inclusive Education
  • Inclusive Education (Project)
  • Learning Sciences

Doctor of Philosophy (Ph.D.) Degrees

Students can obtain a Ph.D. degree in:

  1. Counselling Psychology
  2. Educational Psychology with concentrations in:
    • Human Development
    • Learning Sciences
  3. School/Applied Child Psychology

Postdoctoral Degrees

The Department of Educational and Counselling Psychology offers one postdoctoral diploma:

  • Post-Ph.D. Graduate Diploma in School/Applied Child Psychology

For information about these graduate programs please view our website at www.mcgill.ca/edu-ecp/prospective or contact the appropriate Program Coordinator/Adviser:

For Educational Psychology programs (excluding School/Applied Child Psychology) contact:

  • Graduate Program Coordinator
  • Mrs. Geri Norton
  • Telephone: 514-398-4244
  • Email: edpsych [dot] education [at] mcgill [dot] ca

For Counselling Psychology and School/Applied Child Psychology contact:

  • Graduate Program Adviser
  • Mr. Alexander Nowak
  • Telephone: 514-398-4245
  • Email: counsellingpsych [dot] education [at] mcgill [dot] ca or schoolpsych [dot] education [at] mcgill [dot] ca

Professional Accreditation

The Ph.D. in School/Applied Child Psychology is accredited by the American Psychological Association (APA) and is currently under review for accreditation by the Canadian Psychological Association (CPA). The Ph.D. in Counselling Psychology is jointly accredited by the CPA and the APA. The Ordre des psychologues du Québec (OPQ) accredits both the Ph.D. in Counselling Psychology and the Ph.D. in School/Applied Child Psychology.
Note: The APA will no longer accredit programs outside of the United States of America effective September 1, 2015. The implication of this decision for students is that those who graduate from our programs after this date cannot attest to having graduated from an APA-accredited program. For further information regarding APA accreditation, see: www.apa.org/support/education/accreditation/international.aspx#answer.

Important addresses:

APA – Committee on Accreditation, 750 First Street NE, Washington, DC, 20002-4242, U.S.A.; Telephone: 1-800-374-2721

CPA – 151 Slater Street, Suite 205, Ottawa, ON, K1P 5H3, Canada; Telephone: 1-888-472-0657

OCCOQ – 1600 Henri Bourassa Blvd. West, Suite 520, Montreal, QC, H3M 3E2, Canada; Telephone: 514-737-6431

OPQ – 1100 Beaumont, Suite 510, Mount-Royal, QC, H3P 3H5, Canada; Telephone: 514-738-1881

Graduate degrees in Counselling Psychology or School/Applied Child Psychology, and elsewhere in Educational Psychology, do not lead to teaching certification—see the Undergraduate eCalendar for B.Ed. programs. Holders of other undergraduate degrees may apply to enter the B.Ed. with Advanced Standing.

Research/Training Facilities

The Department houses a number of training and research units and maintains working relationships with specialized centres and research groups that offer opportunities for training and research to selected students. For a comprehensive list of such groups, consult our website at www.mcgill.ca/edu-ecp/research.

Graduate Degrees in Counselling Psychology

Master of Arts (M.A.); Counselling Psychology (Non-Thesis) — Professional/Internship (60 credits)

The aim of the M.A. (Non-Thesis) in Counselling Psychology (Professional/Internship) is to produce graduates who:

  1. are trained in the major applied areas of counselling;
  2. will be qualified to work in a variety of settings where educational, vocational, personal, and developmental counselling is offered; and
  3. have had an extensive supervised internship in either a clinical or educational setting.

To do so, the training program emphasizes career and vocational theory and development, individual and group counselling skills, the integration of multicultural, gender, and other diversity theories into practice, and diagnosis and assessment procedures.

Students take a combination of theoretical and practical courses throughout the completion of their degree. Most coursework is taken during their first year (including the Summer term) while also completing a practicum in the Department’s Psychoeducational and Counselling Clinic. In their second year, students are on-site at internship placements for three full days per week while attending classes on their remaining two days.

Accredited upon graduation by the Ordre des conseillers et conseillères d’orientation du Québec (OCCOQ), this program prepares students to work in the field as Counsellors in settings such as CLSCs, schools, community, rehabilitation, and vocational guidance centres, governmental, non-governmental, or private settings. All students must also attend weekly case conferences.

For further information, consult the website at www.mcgill.ca/edu-ecp/programs/counsellingpsych.

Master of Arts (M.A.); Counselling Psychology (Non-Thesis) — Project (60 credits)

The M.A. (Non-Thesis) in Counselling Psychology (Project) is designed to produce graduates with introductory academic preparation for research or clinical careers in counselling psychology. Training is provided in the research domain through coursework in data analysis and a research project. Clinical preparation is initiated in the program through coursework in ethics, intervention, assessment, psychological testing, and multicultural issues and through a practicum. Most coursework is taken during the student's first year of studies while beginning work on their research projects. In their second year, students gain practical experience via a practicum in the Department’s Psychoeducational and Counselling Clinic while also completing the majority of their work on the research project. The degree alone does not fulfil the requirements for membership in the orders that certify either guidance counsellors (OCCOQ) or psychologists (OPQ) in Quebec.

For further information, consult the website at www.mcgill.ca/edu-ecp/programs/counsellingpsych.

Doctor of Philosophy (Ph.D.); Counselling Psychology

Student pursuing a Ph.D. in Counselling Psychology take a combination of theoretical, practical, and research-based courses throughout the duration of their degree. It draws upon a number of different sciences (including developmental, social, career and neuropsychology and personality theory) to develop critically astute researchers and exceptionally skilled clinicians. Building on the M.A. in Counselling Psychology (Project concentration), or equivalent, the program offers opportunities in Practicum, Supervision, and full-year Internships to develop clinical skills while also working toward the completion of a doctoral dissertation (thesis). The Ph.D. program, has the following aims:

  1. To contribute to the advancement of knowledge in the field of counselling psychology.
  2. To practise from a strong evidence base.
  3. To take a leadership role in community, professional, and university organizations in counselling psychology.

Graduates of the program will be prepared to assume careers in education and community settings, including faculty positions, counselling and psychological positions on the staff of university and college mental health centres, and professional positions in psychological agencies offering preventative mental health services. The program is currently accredited by the Canadian Psychological Association (CPA), the Ordre des psychologues du Québec (OPQ), and American Psychological Association (APA). (Please note that APA accreditation will cease for all Canadian institutions in 2015.) Graduates are eligible for licensure in Quebec.

For further information, consult the website at www.mcgill.ca/edu-ecp/programs/counsellingpsych.

Graduate Degrees in School/Applied Psychology

Doctor of Philosophy (Ph.D.); School/Applied Child Psychology

The Ph.D. in School/Applied Child Psychology is the second degree in a combined M.A. and Ph.D. program with the M.A. (Thesis) in Educational Psychology's School/Applied Child Psychology concentration. Most students in the doctoral program completed their M.A. in the Educational Psychology program although students can apply for direct entry into the Ph.D. program with a master’s degree obtained at another institution. At both the M.A. and Ph.D. levels, students take a combination of theoretical, practical, and research-based courses throughout the course of their degree. Students will produce a thesis at both levels of study.

Extending upon the M.A. degree, the program's focus remains on the improvement of the educational and psychological well-being of children and to educate school psychologists in a manner consistent with the highest international standards in the field. Students explore a variety of topics including mental health, child development, school organization, learning processes, behaviour, motivation, and effective teaching. They are prepared to become inquiring professionals committed to the development of children and youth and receive intensive training of clinical practice with children and families, as well as basic and applied research.

The program develops clinical skills through intensive assessment courses, a Clinic Practicum, Field Placement, and a full-year Internship. Typically, our graduates go on to practise school psychology across a range of environments including private practice, academia, hospitals, and school boards. The Ph.D. program is accredited by the American Psychological Association (APA) and the Ordre des psychologues du Québec (OPQ). (Please note that APA accreditation will cease for all Canadian institutions in 2015.) Graduates are eligible for licensure in Quebec.

For further information, consult the website at www.mcgill.ca/edu-ecp/programs/schoolpsych.

Post-Ph.D. Graduate Diploma in School/Applied Child Psychology

This post-Ph.D. graduate diploma enables holders of a doctorate in Psychology to pursue further studies in School/Applied Child Psychology. The course of study is adapted to the background of each student. The program includes exceptionally one, or typically two, years of courses and practica, plus a year of Internship. Students register on a per-credit basis (including Internship).

Students are not required to demonstrate knowledge of a second language within this program; however, any student wishing to be licensed as a professional psychologist in Quebec must have a working knowledge of French. Accreditation status may be confirmed by contacting the accrediting bodies.

Professional Accreditation

All elements of this postdoctoral graduate diploma are selected from the professional components of the Ph.D. in School/Applied Child Psychology, which is accredited in the School Psychology category by the American Psychological Association (APA). Graduates of a re-specialization program are normally accorded the same recognition as graduates of the accredited program.

The Ph.D. is approved by the Ordre des psychologues du Québec (OPQ), which has recommended the final stage of professional recognition to the Office des professions of the Government of Quebec. Once this accreditation is confirmed, however, graduates of the postdoctoral graduate diploma will not be automatically eligible for membership in the OPQ and the right to practise professional psychology in Quebec. Candidates wishing to practise in Quebec will be required to apply to the OPQ for the recognition of equivalent qualifications.

For further information, consult the website at www.mcgill.ca/edu-ecp/programs/schoolpsych.

Graduate Degrees in Educational Psychology

Master of Education (M.Ed.); Educational Psychology (Non-Thesis) (48 credits)

The Master of Education (M.Ed.) degree offers educators and practising professionals advanced professional training in areas where educational psychology can make a practical contribution to the design, delivery, and assessment of educational programs and the impact of these programs on student learning. Courses aim to promote:

  1. a greater understanding of human development, individual differences, and the learning process;
  2. a greater understanding on classroom processes and strategies for teaching diverse learners in a variety of contexts;
  3. the evaluation of student learning, teaching, programs, and educational experimentation and innovation; and
  4. the application of results of educational research.

The program offers the following concentrations of study:

  1. Family Life Education: Admission to this concentration is currently suspended.

    See Master of Education (M.Ed.); Educational Psychology (Non-Thesis) — Family Life Education (48 credits).

  2. General Educational Psychology: Permits students with very specific experiences and career paths to tailor the program to their particular situations. Students may draw courses from other concentrations within the M.Ed. programs including Inclusive Education, Learning Sciences, or any other general Departmental courses. This program suits students with very unique program needs in Educational Psychology.

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

  3. General Educational Psychology (Project) Provides students with an interest in the General Educational Psychology concentration the opportunity to focus on an issue in the field and complete a research project in place of course work (12 credits worth).

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

  4. Inclusive Education: Prepares students to work with diverse individuals in a variety of settings that emphasize inclusive practice. As most professional and educational contexts are becoming more diverse, this program has wide appeal and is relevant to current teachers, consultants, other professionals working in the education system, and to those wishing to understand human development and potential in all inclusive contexts.

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

  5. Inclusive Education (Project): Provides students with an interest in the Inclusive Education concentration the opportunity to focus on an issue in the field and complete a research project in place of course work (12 credits worth).

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

  6. Learning Sciences: Focuses on the study of learning as it occurs in real-world situations and ways in which learning may be facilitated in designed environments.

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

The M.Ed. program has been developed for students who have a background in education (B.Ed.), psychology, or another related degree. Students have the option of conducting academic or applied research (via a 12-credit Research Project or Special Activity) to enhance the applied experience of learning. The academic staff who teach and supervise within the program understand both research and applied contexts such as the school system. Courses are offered in the evening to accommodate full-time professionals and can be completed on either a full-time or part-time basis.

Many of our graduates work in the school system as resource teachers, special education, or educational consultants. Others work in or create special tutorial programs or family/child programs for students with difficulties, or in specialized settings (e.g., hospital programs), and others have moved on into our doctoral program in Human Development.

For further information, consult the website at www.mcgill.ca/edu-ecp/programs/mededpsych.

Master of Arts (M.A.); Educational Psychology (Thesis) (48 credits) (Note that the School/Applied Child Psychology Major is 78 credits.)

The aim of the M.A. (Thesis) in Educational Psychology is to produce graduates who:

  1. are broadly trained in educational psychology;
  2. have sufficient research competence to critically evaluate research in educational psychology, and to design, conduct, and report empirical research; and
  3. have experience in applying research methods and findings to the solution of practical problems in varied educational settings.

Candidates are required to select and follow the set of courses in one of three concentrations of study or the Major in School/Applied Child Psychology, select a topic for research, and present the results of such research in a thesis.

The program offers three concentrations and one major:

  1. The Health Professions Education concentration (www.mcgill.ca/edu-ecp/programs/healthprofessions) is dedicated to the preparation of qualified researchers, developers, and practitioners who can advance the scientific understanding and practice of teaching and learning as they happen in the health professions and throughout the lifespan. The program is for health professionals who are interested in conducting educational research and working on development projects (e.g., program, curriculum, faculty) as well as for educational psychology graduate students who are interested in issues related to medical education and education in other health professions.

    The program will produce a graduate who can recognize the role of education in a health professions context, who has sufficient research competence to conduct empirical research in health education settings, and who can apply research results to solve practical problems in this field. Student admission and supervision is done jointly with the Centre for Medical Education; see website: www.mcgill.ca/centreformeded.

    See Master of Arts (M.A.); Educational Psychology (Thesis) — Health Professions Education (48 credits).

  2. The Human Development concentration (www.mcgill.ca/edu-ecp/programs/humandev) is intended to prepare students from education and psychology backgrounds to work in school, institutional, and university settings. The degree prepares candidates to support the educational and psychological well-being of individuals, to use research to critically inform practice, and to be able to conceptualize and conduct applied and theoretical research related to different trajectories of human development and varied educational settings. The program follows a mentorship model that encourages students’ active participation in research and prepares them for academia and leadership roles in the field.

    The program is unique in exploring development including cognitive, language, social, personality, and gender development issues in children and adolescents from the diverse perspectives of our multidisciplinary faculty. For example, students are exposed to clinical and non-clinical perspectives on developmental issues; these perspectives are then employed to better understand issues related to disabilities and individuals’ diverse needs in educational and community settings. Most students in this program go on to pursue studies at the Ph.D. level.

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

  3. The Learning Sciences concentration (www.mcgill.ca/edu-ecp/programs/learningsci) aims to develop competent and inquiring professionals who have the skills to understand and improve learning and teaching by way of conceptualizing and conducting applied and theoretical research in different formal and informal educational settings. It is dedicated to the preparation of qualified researchers, developers, and practitioners who can advance the scientific understanding and practice of teaching and learning in schools, colleges and universities, the workplace and professional practice, as well as virtual learning communities. Students acquire theoretical and practical knowledge through coursework, team-based research assistantships, and apprenticeships where appropriate.

    The profiles of our graduates speak to the flexibility and application of acquired skills and competencies in a range of professions. These include academic positions around the world, positions in school boards and hospital education programs, researchers involved in educational and institutional research and policy development, training and education specialists in business and industry, medical education researchers, and faculty developers.

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

The School/Applied Child Psychology Major (www.mcgill.ca/edu-ecp/programs/schoolpsych) is a combined M.A. and Ph.D. program with the doctoral degree in School/Applied Child Psychology. Most students who enrol in the master’s program continue to pursue studies at the doctoral level, although students can apply for direct entry into the Ph.D. program with a master’s degree obtained at another institution.

The program's focus is on the improvement of the educational and psychological well-being of children and educates school psychologists in a manner consistent with the highest international standards in the field. Students explore a variety of topics including mental health, child development, school organization, learning processes, behaviour, motivation, and effective teaching, and are prepared to become inquiring professionals committed to the development of children and youth. Therefore, students receive intensive training of clinical practice with children and families, as well as basic and applied research.

To do so at both the M.A. and Ph.D. level, students take a combination of theoretical, practical, and research-based courses throughout the course of their degree. Students will produce a thesis at both levels of study. Our students go on to practise school psychology across a range of environments including private practice, academia, hospitals, and school boards.

See Master of Arts (M.A.); Educational Psychology (Thesis) — School/Applied Child Psychology (78 credits).

Master of Arts (M.A.); Educational Psychology (Non-Thesis) (48 credits)

The M.A. (Non-Thesis) in Educational Psychology is available only to M.A. students admitted to the study sequence leading to the Ph.D. School/Applied Child Psychology, and who wish to transfer after the first semester.

Please note that this program is currently not offered.

Doctor of Philosophy (Ph.D.); Educational Psychology
The aim of the Ph.D. in Educational Psychology emphasizes the development of research skills and supports both basic and applied research pertaining to all domains of educational psychology. It aims to develop graduates who can demonstrate:
  1. broad scholarship in planning and implementing basic and applied research on problems of cognition, teaching, learning, and human development;
  2. mastery of current theoretical issues in educational psychology and their historical development; and
  3. a detailed knowledge of their selected concentration.
The program offers two concentrations:
  1. Human Development concentration: (www.mcgill.ca/edu-ecp/programs/humandev) The Human Development concentration builds upon the M.A. program and is intended to prepare students to work in school, institutional, and university settings. The degree prepares candidates to support the educational and psychological well-being of individuals, to use research to critically inform practice, and to be able to conceptualize and conduct applied and theoretical research related to different trajectories of human development and varied educational settings. The program follows a mentorship model that encourages students’ active participation in research and prepares them for academia and leadership roles in the field.

    The Human Development program is unique in exploring development including cognitive, language, social, personality, and gender development issues in children and adolescents from the diverse perspectives of our multidisciplinary faculty. These perspectives are then employed to better understand issues related to disabilities and individuals’ diverse needs in educational and community settings.

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

  2. Learning Sciences concentration: (www.mcgill.ca/edu-ecp/programs/learningsci) The Learning Sciences concentration builds upon the M.A. program and continues its aim of developing competent and inquiring professionals who have the skills to understand and improve learning and teaching by way of conceptualizing and conducting applied and theoretical research in different formal and informal educational settings. It is dedicated to the preparation of qualified researchers, developers, and practitioners who can advance the scientific understanding and practice of teaching and learning. The settings could be schools, colleges and universities, the workplace and professional practice, as well as virtual learning communities. Students acquire theoretical and practical knowledge through coursework, team-based research assistantships, and apprenticeships where appropriate.

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

Taken from Programs, Courses and University Regulations 2014-2015 (last updated Jul. 22, 2014).

Educational and Counselling Psychology Admission Requirements and Application Procedures

M.A. in Counselling Psychology (Non-Thesis)

The M.A. in Counselling Psychology program offers the following two concentrations:

  1. Professional/Internship (coursework and internship based)
  2. Project (research based)

Admission Requirements

Concentration: Professional/Internship

To be eligible, applicants must hold a baccalaureate degree consisting of 18 credits of core courses in specific Psychology domains and 24 credits in related disciplines in the social sciences (see list in the Pre-Admission Academic Checklist) and a minimum Cumulative Grade Point Average (CGPA) of 3.0 out of a possible 4.0 or a Grade Point Average (GPA) of 3.2 out of 4.0 in the last two years of full-time studies. For more information please visit our website at www.mcgill.ca/edu-ecp/programs.

Concentration: Project

To be eligible, applicants must hold a baccalaureate degree in psychology consisting of 42 credits of core courses in specific domains (see list in the Pre-Admission Academic Checklist, found at www.mcgill.ca/edu-ecp/programs/counsellingpsych/ma), with a minimum CGPA of 3.0 out of a possible 4.0 or a GPA of 3.2 out of 4.0 in the last two years of full-time studies at the undergraduate level. For more information please visit our website at www.mcgill.ca/edu-ecp/programs.

Application Procedures

McGill’s online application form for graduate program candidates is available at www.mcgill.ca/gradapplicants/apply.

See Application Procedures for detailed application procedures.

Additional Requirements
The items and clarifications below are additional requirements set by this department:
  • Curriculum Vitae
  • Three reference letters
  • Personal Statement
  • Statement of Research Interest and Preferred Supervisor(s) – for applicants to the Project concentration
  • Interview – for applicants to the Professional/Internship concentration
  • M.A. in Counselling Psychology Pre-Admission Academic Checklist

Information on application procedures, deadlines, supporting documents, and contact information for the M.A. in Counselling Psychology: Project and Professional/Internship concentrations, can be found online in the following section of the Departmental website: www.mcgill.ca/edu-ecp/programs/counsellingpsych/ma.

Ph.D. in Counselling Psychology

Admission Requirements

To be eligible applicants must hold:

A master's degree equivalent to the Master of Arts (M.A.); Counselling Psychology (Non-Thesis) — Project (60 credits) or a Master's degree from a directly relevant program (e.g., clinical psychology, other Counselling Psychology programs) along with 42 credits of core courses in specific Psychology domains (see list in the Pre-Admission Academic Checklist, found at www.mcgill.ca/edu-ecp/programs/counsellingpsych/phd), with a minimum CGPA of 3.0 out of a possible 4.0 or a GPA of 3.2 out of 4.0 in the last two years of full-time studies.

Application Procedures

McGill’s online application form for graduate program candidates is available at www.mcgill.ca/gradapplicants/apply.

Additional Requirements
The items and clarifications below are additional requirements set by this department:
  • Curriculum Vitae
  • Three reference letters
  • Personal Statement
  • Statement of Research Interest and Preferred Supervisor(s)
  • Written Work
  • Ph.D. Pre-Admission Academic Checklist

Information on application procedures, deadlines, supporting documents, and contact information for the Ph.D. in Counselling Psychology can be found online in the following section of the Departmental website: www.mcgill.ca/edu-ecp/programs/counsellingpsych/phd

Ph.D. in School/Applied Child Psychology

Admission Requirements

To be eligible applicants must hold:

A master's degree equivalent to the Master of Arts (M.A.); Educational Psychology (Thesis) — School/Applied Child Psychology (78 credits) along with 42 credits of core courses in specific domains (see list in the Pre-Admission Academic Checklist, found at www.mcgill.ca/edu-ecp/programs/counsellingpsych/phd), with a minimum CGPA of 3.0 out of 4.0 or a GPA of 3.2 out of 4.0 in the last two years of full-time studies.

All doctoral students must have a research supervisor upon entry to the program. Interested candidates should consult the Departmental website for a list of faculty members and their research interests. A supervisor must be selected from among professors in the School/Applied Child Psychology program.

Application Procedures

McGill’s online application form for graduate program candidates is available at www.mcgill.ca/gradapplicants/apply.

Additional Requirements
The items and clarifications below are additional requirements set by this department:
  • Curriculum Vitae
  • Three reference letters
  • Personal Statement
  • Research Proposal
  • Written Work
  • Ph.D. Pre-Admission Academic Checklist
  • GRE – General and Psychology subject tests
  • A letter from the applicant's prospective supervisor agreeing to act as their Ph.D. supervisor

Information on application procedures, deadlines, supporting documents, and contact information for the Ph.D. in School/Applied Child Psychology, can be found online in the following section of the Departmental website: www.mcgill.ca/edu-ecp/programs/schoolpsych/phd.

Post-Ph.D. Graduate Diploma in School/Applied Child Psychology

Admission Requirements

An earned doctorate in Educational Psychology, another area of Psychology, or a closely related discipline (to be recognized at the Program Director's discretion).

Application Procedures

McGill’s online application form for graduate program candidates is available at www.mcgill.ca/gradapplicants/apply.

Information on application procedures, deadlines, supporting documents, and contact information for the Post-Ph.D. Graduate Diploma in School/Applied Child Psychology can be found online in the following section of the Departmental website: www.mcgill.ca/edu-ecp/programs/schoolpsych/postphd.

M.Ed. in Educational Psychology (Non-Thesis)

This program offers six concentrations:

  1. Learning Sciences
  2. General Educational Psychology
  3. General Educational Psychology: Project
  4. Inclusive Education
  5. Inclusive Education: Project
  6. Family Life Education (admission to the Family Life Concentration is currently suspended)

Admission Requirements

  1. An undergraduate degree in education, psychology, or another field relevant to the proposed studies in Educational Psychology. It is recommended that some prior study of a relevant branch of psychology form part of the undergraduate training.
  2. Minimum CGPA of 3.0 out of 4.0 or higher in undergraduate studies or a GPA of 3.2 out of 4.0 in the last two years of full-time studies.

Application Procedures

McGill’s online application form for graduate program candidates is available at www.mcgill.ca/gradapplicants/apply.

Information on application procedures, deadlines, supporting documents, and contact information for the M.Ed. concentrations in Educational Psychology can be found online in the following section of the Departmental website: www.mcgill.ca/edu-ecp/programs/mededpsych/med.

M.A. in Educational Psychology (Thesis)

This program offers three concentrations:

  1. Learning Sciences
  2. Health Professions Education
  3. Human Development

and one Major:

  1. School/Applied Child Psychology

Admission Requirements

Learning Sciences Concentration

  1. An undergraduate degree in education, psychology, or another field relevant to the proposed studies in Educational Psychology. It is recommended that some prior study of a relevant branch of psychology form part of the undergraduate training.
  2. Minimum CGPA of 3.0 out of 4.0 or higher in undergraduate studies or a GPA of 3.2 out of 4.0 in the last two years of full-time studies.

Health Professions Education Concentration

  1. An undergraduate degree in education, psychology, or another field relevant to the proposed studies in Educational Psychology. It is recommended that some prior study of a relevant branch of psychology form part of the undergraduate training.
  2. Minimum CGPA of 3.0 out of 4.0 or higher in undergraduate studies or a GPA of 3.2 out of 4.0 in the last two years of full-time studies.

The Health Professions Education program has been conceived and is offered in collaboration with the McGill Centre for Medical Education and affiliated faculty. Student selection is done jointly as is graduate supervision.

Human Development Concentration

  1. An undergraduate degree in education, psychology, or another field relevant to the proposed studies in Educational Psychology. It is recommended that some prior study of a relevant branch of psychology form part of the undergraduate training.
  2. Minimum CGPA of 3.0 out of 4.0 or higher in undergraduate studies or a GPA of 3.2 out of 4.0 in the last two years of full-time studies.

School/Applied Child Psychology Major

  1. An undergraduate degree in education, psychology, or another field relevant to the proposed studies in Educational Psychology, consisting of 42 credits of core courses in specific domains (see list in the Pre-Admission Academic Checklist, found at www.mcgill.ca/edu-ecp/programs/counsellingpsych/ma).
  2. Minimum CGPA of 3.0 out of 4.0 or higher in undergraduate studies or a GPA of 3.2 out of 4.0 in the last two years of full-time studies.

Application Procedures

McGill’s online application form for graduate program candidates is available at www.mcgill.ca/gradapplicants/apply.

Learning Sciences Concentration

Information on application procedures, deadlines, supporting documents, and contact information for the M.A. in Educational Psychology: Learning Sciences concentration can be found online in the following section of the Departmental website: www.mcgill.ca/edu-ecp/programs/learningsci/ma.

Health Professions Education Concentration

Information on application procedures, deadlines, supporting documents, and contact information for the M.A. in Educational Psychology: Health Professions concentration can be found online in the following section of the Departmental website: www.mcgill.ca/edu-ecp/programs/healthprofessions/ma.

Human Development Concentration

Information on application procedures, deadlines, supporting documents, and contact information for the M.A. in Educational Psychology: Human Development concentration can be found online in the following section of the Departmental website: www.mcgill.ca/edu-ecp/programs/humandev/ma.

School/Applied Child Psychology Major

Information on application procedures, deadlines, supporting documents, and contact information for the M.A. in Educational Psychology: School/Applied Child Psychology Major can be found online in the following section of the Departmental website: www.mcgill.ca/edu-ecp/programs/schoolpsych/ma.

Additional Requirements

The items and clarifications below are additional requirements set by this department:

Learning Sciences Concentration

  • Curriculum Vitae
  • Three reference letters
  • Statement of Research Interest and Preferred Supervisor(s)
  • Personal Statement

Health Professions Education Concentration

  • Curriculum Vitae
  • Three reference letters
  • Statement of Research Interest and Preferred Supervisor(s)
  • Personal Statement

Human Development Concentration

  • Curriculum Vitae
  • Three reference letters
  • Personal Statement
  • Statement of Research Interest and Preferred Supervisor(s)

School/Applied Child Psychology Major

  • Curriculum Vitae
  • Three reference letters
  • Personal Statement
  • Statement of Research Interest and Preferred Supervisor(s)
  • GRE – General and Psychology subject scores
  • Pre-Admission Academic Checklist

M.A. in Educational Psychology (Non-Thesis)

Note: Admission to this program is currently suspended.

Admission Requirements

Same as M.A. (Thesis) Educational Psychology Major in School/Applied Child Psychology.

For application information please refer to instructions listed under M.A. (Thesis) Educational Psychology Major in School/Applied Child Psychology.

For further information about the application process, please consult our Departmental website: www.mcgill.ca/edu-ecp/programs/schoolpsych/ma.

Ph.D. in Educational Psychology

Admission Requirements

All doctoral students must have a research supervisor upon entry to the program. Interested candidates should consult the Departmental website for a faculty list: www.mcgill.ca/edu-ecp. All applicants must have a minimum CGPA of 3.0 out of 4.0 or higher or a GPA of 3.2 out of 4.0 in the last two years of full-time studies. Please note: it is essential to clearly identify your desired concentration of study on your application. The two concentrations offered are:

  1. Human Development
  2. Learning Sciences

The specific requirements to be admitted at the Ph.D. 2 level are as follows:

Applicants should hold an M.A. in Educational Psychology from McGill or a recognized equivalent degree from a program which requires a thesis, reflecting high overall standing, study within the area of proposed doctoral specialization, and evidence of research competence.

Application Procedures

McGill’s online application form for graduate program candidates is available at www.mcgill.ca/gradapplicants/apply.

Information on application procedures, deadlines, supporting documents, and contact information for the Ph.D. in Educational Psychology: Human Development concentration can be found online in the following section of the Departmental website: www.mcgill.ca/edu-ecp/programs/humandev/phd.

Information on application procedures, deadlines, supporting documents, and contact information for the Ph.D. in Educational Psychology: Learning Sciences concentration can be found online in the following section of the Departmental website: www.mcgill.ca/edu-ecp/programs/learningsci/phd.

Additional Requirements

The items and clarifications below are additional requirements set by this department:

Human Development Concentration

  • Curriculum Vitae
  • Three reference letters
  • Personal Statement
  • Research Proposal
  • Letter from proposed supervisor indicating their agreement to act as the Thesis Supervisor

Learning Sciences Concentration

  • Curriculum Vitae
  • Three reference letters
  • Personal Statement
  • Research Proposal
  • Letter from proposed supervisor indicating their agreement to act as the Thesis Supervisor

Application Deadlines

The application deadlines listed here are set by the Department of Educational & Counselling Psychology and may be revised at any time. Applicants must verify all deadlines and documentation requirements well in advance on the appropriate McGill departmental website; please consult the list at www.mcgill.ca/gps/contact/graduate-program.

Counselling Psychology (M.A. or Ph.D.)
Canadian International Special/Exchange/Visiting
Fall: Dec. 15 Fall: Dec. 15 Fall: Dec. 15
Winter: N/A Winter: N/A Winter: N/A
Summer: N/A Summer: N/A Summer: N/A
Educational Psychology and School/Applied Child Psychology programs (M.A., M.Ed., or Ph.D.)
Canadian International Special/Exchange/Visiting
Fall: Jan. 15 Fall: Jan. 15 Fall: Jan. 15
Winter: N/A Winter: N/A Winter: N/A
Summer: N/A Summer: N/A Summer: N/A

Admission to graduate studies is competitive; accordingly, late and/or incomplete applications are considered only as time and space permit.

Taken from Programs, Courses and University Regulations 2014-2015 (last updated Jul. 22, 2014).

Social Work

Programs | Application Procedures and Deadlines

Social Work

Location

  • School of Social Work
  • Wilson Hall
  • 3506 University Street, Suite 300
  • Montreal QC H3A 2A7
  • Canada
  • Telephone: 514-398-7070
  • Fax: 514-398-4760
  • Email: graduate [dot] socialwork [at] mcgill [dot] ca
  • Website: www.mcgill.ca/socialwork

About Social Work

The School of Social Work offers dynamic M.S.W. and Ph.D. programs, designed to explore cutting-edge knowledge on social work theory, practice, policy, and research. We have an exciting and growing faculty with a variety of research and practice expertise in the fields of: child welfare; health, mental health, and disability; poverty; aging; First Peoples; marginalized groups (e.g., immigrants and refugees, war affected populations, gay, lesbian, bisexual, and transgender people); loss and bereavement; domestic violence; and international social work. Our approaches to practice and research cover all levels of intervention from individuals, families, groups, and communities. Located within the School of Social Work are specialized centres devoted to research and training in the areas of domestic violence; children and families; and international human rights. Graduate students also have access to workstations equipped with computers, and many professional development workshops and seminars. Several research assistantships and teaching assistantships are available each year.

The McGill School of Social Work is a member of the International Association of Schools of Social Work (IASSW), the Canadian Association for Social Work Education – l'Association Canadienne pour la formation en travail social (CASWE-ACFTS), and of the Regroupement des unités de formation universitaire en travail social du Québec (RUFUTS).

The School of Social Work is a professional school with the primary objective of preparing students for careers and for leadership in the fields of social work and social welfare.

Qualifying Year Entry into the M.S.W. Program

Applicants demonstrating academic excellence and a minimum of one year of social work related experience (voluntary and/or professional) are considered for admission to the one-year, full-time (only) Qualifying year of study in preparation for entry to the M.S.W. (Non-Thesis) program. The objective of this preparatory year is to provide students with essential foundation social work knowledge that will provide a basis upon which to embark on graduate-level studies in social work.

M.S.W. Program

The overarching objective of the master's program is the provision of advanced professional training by means of integrated learning experiences. Specifically, the educational goals are to:

  1. develop a deepened and advanced competence in practice and research;
  2. embrace a capacity for critical understanding of social theories, social problems, and emergent issues; and
  3. understand population groups in need, institutional structures, and policy initiatives and processes.

The M.S.W. degree can be pursued via two options: thesis and non-thesis. Both options carry a weight of 45 credits, and, taken on a full-time basis, both options involve three terms of study. In both options, part-time study can be arranged.

There are two points of entry into the M.S.W.: one for those who hold a B.S.W. degree; and one for those who have completed the one-year Qualifying year of study offered by the School of Social Work.

Ph.D. Program in Social Work

The School of Social Work offers a dynamic Ph.D. program in social work/social policy in order to promote the development of scholarship on social issues within Canada and Quebec. Courses are offered in English at McGill. Parallel streams are offered in French at Université de Montréal and Université du Québec à Montréal. Students have the opportunity of taking courses at all three universities.

The program aims to:

  1. prepare graduates for careers in university teaching and research, policy development, implementation and evaluation, practice and program evaluation, leadership and management of human services;
  2. offer students the opportunity to acquire research methodology skills and to apply these to a range of areas relevant to social work; and
  3. stimulate original research on important social problems and issues.
Note: With respect to M.S.W. and Q.Y. programs, while not a prerequisite for admission, possession of a working knowledge of the French language is important not only to candidates who intend to seek admission to the Quebec professional Ordre after graduation but also to those who wish to maximize their field placement opportunities during their program. In consultation with the Field Education Coordinator, students may have the option of completing their field requirements at an approved social service agency outside of Quebec.
Master of Science, Applied (M.Sc.A.); Couple and Family Therapy (Non-Thesis) (60 credits)
The Master's program in Couple and Family Therapy is a full-time professional Master's program of 60 credits taken over five terms. Graduates of this program will qualify for two professional permits: the Couple and Family Therapist permit (Ordre des travailleurs sociaux et des thérapeutes conjugaux et familiaux du Québec (OTSTCFQ)); and the Psychotherapist permit (Ordre des Psychologues du Québec (OPQ)). The high standards for admission, course requirements, and clinical supervision will produce highly trained graduates who will be desirable future employees with enhanced career and employment opportunities. Graduating from McGill University's Master of Science, Applied in Couple and Family Therapy will be an esteemed professional credential.
Master of Social Work (M.S.W.); Social Work (Thesis) (45 credits)
The M.S.W. Thesis option is designed for students who have a keen interest in developing an advanced intellectual understanding and a specialized set of research skills in one of three areas: Children and Families; Health and Social Care; or International and Community Development. Program requirements consist of a thesis and six courses (two of which are required), taken over an extended period of three to four terms of full-time study. Prospective students will hold a B.S.W. degree with a minimum of one year of prior social work related experience (voluntary and/or professional). Subsequent career paths are varied and lead to exciting opportunities in health, social services, and community organizing, where social workers undertake clinical, leadership, or policy roles.
Master of Social Work (M.S.W.); Social Work (Non-Thesis) (45 credits)
The M.S.W. Non-Thesis option is designed for students who have a keen interest in developing an advanced intellectual understanding and a specialized set of practice skills in one of three areas: Children and Families; Health and Social Care; or International and Community Development. This program entails three semesters of full-time study that consist of coursework, professional education in a supervised field placement, and an independent study project. Prospective students will hold a B.S.W. degree with a minimum of one year of prior social work related experience (voluntary and/or professional), or will have successfully completed the Qualifying year entry into the M.S.W. Subsequent career paths are varied and lead to exciting opportunities in health, social services, and community organizing, where social workers undertake clinical, leadership, or policy roles.
Master of Social Work (M.S.W.); Social Work (Non-Thesis) — International Partner Program (45 credits)
This program is offered intermittently, based on funding, to a specific cohort of students by invitation only.
Joint Master of Social Work (M.S.W.) with Integrated Bachelor of Civil Law (B.C.L.) / Bachelor of Laws (LL.B.) (132 credits)
The School of Social Work and the Faculty of Law offer a Master of Social Work (M.S.W.) with integrated Bachelor of Civil Law/Bachelor of Laws (B.C.L./LL.B.) designed to transcend academic boundaries in social justice issues. Lawyers and social workers often operate in the same fields, whether in public policy, child protection, family law, poverty law, or domestic violence situations, yet each profession has been constrained by internal limitations. The joint M.S.W. (non-thesis option)/Law program requires students to complete 132 credits (45 credits in M.S.W., 87 credits in Law). Students should take three and a half to four years to complete the M.S.W./B.C.L./LL.B. program. It is possible, however, to complete the program in three years, by doing work for credit over the summer and by carrying heavier course loads throughout the program. The joint program leads to conferral of the B.C.L./LL.B. law degrees and the master’s degree in social work. Prospective students possess a B.S.W. degree with prior practice experience.
Doctor of Philosophy (Ph.D.); Social Work (offered jointly by McGill and Université de Montréal)
As one of the top Ph.D. programs in Canada, the School of Social Work promotes leading scholarship on social policy and practice. Over the course of three to four years, working closely with their supervisor, students pursue individualized programs of study, which include coursework, research, and professional development. Faculty have expertise in a variety of areas such as aging; social exclusion; child welfare; international social welfare; Aboriginal people and communities; violence against women and children; health and disability; poverty and social development; migration and community organizing. Students normally take two semesters of coursework after which they complete a comprehensive exam. In the second year of the program students begin their thesis work and take a course designed to facilitate the research process. Research and writing usually takes between one and two years to complete. McGill offers entrance fellowships, access to computers and library resources, and active student networks. There are many opportunities to be involved in faculty research projects and sessional teaching. Students go on to careers in teaching, organizational leadership, and social policy analysis.
Taken from Programs, Courses and University Regulations 2014-2015 (last updated Jul. 22, 2014).

M.Sc.(A) in Couple and Family Therapy  (60 credits)

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