Applications to this program are currently suspended until Winter 2026 while the program undergoes a brief revision. The program is expected to be open for applications leading up to the Winter 2026 semester (application deadline: November 1st). Revised information on the application process will be available on this website shortly.
Program Location
Education Building
Start Term
Fall, Winter, & Summer Semesters
Program Type
Coursework
Schedule
Part-Time
Credits
30 Credits
Average Duration
1 Year
Administered by
Educational & Counselling Psychology (ECP)
Emphasizing the complexity of interpersonal dynamics in our increasingly digital and globalized world, the Diploma in Human Relationships, Diversity and Sexuality adopts an intersectional and social-justice-oriented framework. Students explore a range of contemporary and critical topics—including sexuality, culture, ability, media literacy, communication, advocacy, leadership, and technology—grounded in both current research and practical applications. The diploma is designed for educators, community workers, and other professionals seeking to deepen their knowledge and skill set in inclusive relationship building and diversity-focused outreach.
Due to the fact that the Certificate in Inclusive Education is offered on a part-time basis, we are unable to accept any international applicants.
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Full Program Details from the Course Catalogue
Human Relationships, Diversity and Sexuality (Dip.) (30 credits)
Offered by: Educational and Counselling Psych (Faculty of Education)
Program credit weight: 30 credits
Program Description
The Diploma in Human Relationships, Diversity and Sexuality focuses on the complexity of relationships in a digital and global world. Taking an intersectional approach with an orientation toward social justice, topics include sexuality, culture, ability, media literacy, communication, advocacy, and leadership.
Required Courses (21 credits)
| Course | Title | Credits |
|---|---|---|
| EDPC 501 | Facilitating Relationships . | 3 |
Facilitating Relationships . Terms offered: Fall 2025 Components of effective interpersonal relationships and how to facilitate them in a variety of contexts. | ||
| EDPC 502 | Group Processes and Diversity. | 3 |
Group Processes and Diversity. Terms offered: Fall 2025 Theories and exploration of group development and processes, including an examination of research, and how intersectional and universal design have implications for group work. | ||
| EDPC 503 | Intersectional Relationships and Sexualities. | 3 |
Intersectional Relationships and Sexualities. Terms offered: Fall 2025 Situated in sexuality studies and education this course explores intra and interpersonal relationships through examining the intersections of sexuality with a diversity of identities, expressions and communities. The course addresses the ways in which current and emerging technologies influence and inform understandings of sexuality and the resulting effect on how people negotiate sexual relationships. | ||
| EDPC 504 | Communication and Critical Conflict Resolution . | 3 |
Communication and Critical Conflict Resolution . Terms offered: Winter 2026 Applying a social justice framework this course will give students the opportunity to develop the critical communication skills necessary when addressing difficult dialogues and conflict. | ||
| EDPC 507 | Advocacy, Outreach and Leadership. | 3 |
Advocacy, Outreach and Leadership. Terms offered: Winter 2026 Exploration of the roles of advocacy, outreach and leadership in developing inclusive and accessible environments, including the complex interactions between individuals and the diversity of systems in which they live. | ||
| EDPC 540 | Social Responsibility and Relationships in Digital Age. | 3 |
Social Responsibility and Relationships in Digital Age. Terms offered: Summer 2025, Winter 2026 The complex way in which living in a digital age affects social relationships and its influences across generations in everyday lives. | ||
| EDPE 515 | Gender Identity Development. | 3 |
Gender Identity Development. Terms offered: Fall 2025 Theoretical models and empirical findings relevant to the development of gender identity. Special attention is given to the influence of peers in school settings. Psychological, physiological, parental, peer and cultural influences on gender identity. | ||
Complementary Courses (9 credits)
| Course | Title | Credits |
|---|---|---|
| EDPC 505 | Crisis Intervention Processes. | 3 |
Crisis Intervention Processes. Terms offered: Fall 2025 General overview of symptoms for different crises and how different professionals can intervene and refer, including ethical and professional issues. | ||
| EDPC 509 | Individual Reading Course. | 3 |
Individual Reading Course. Terms offered: this course is not currently offered. Supervised individual reading course on an approved subject. | ||
| EDPC 511 | End of Life Care. | 3 |
End of Life Care. Terms offered: this course is not currently offered. Exploration of how end of life care is delivered and interpreted across divergent socio-cultural contexts by applying an intersectional framework. | ||
| EDPE 502 | Theories of Human Development. | 3 |
Theories of Human Development. Terms offered: Fall 2025 Life course developmental theories to form a foundation for policy and for empirical and applied work with diverse groups, including disability and other equity-seeking groups. | ||
| EDPE 595 | Seminar in Special Topics 1 . | 3 |
Seminar in Special Topics 1 . Terms offered: this course is not currently offered. The content of the seminar will vary from year to year and will be announced prior to registration. The seminar may be given by a single instructor or by a group, as the occasion warrants. | ||
| EDPE 596 | Seminar in Special Topics 2. | 3 |
Seminar in Special Topics 2. Terms offered: this course is not currently offered. Seminar in selected topics in Educational and Counselling Psychology. The topic will vary from year and will be announced prior to registration. | ||
| EDPI 543 | Family, School and Community. | 3 |
Family, School and Community. Terms offered: Fall 2025 Focus on the examination of three important systems in a child’s life; namely family, school and community, as well as societal influences on student growth, development, and adjustment. Emphasis will be on evidence-based practices in collaborating with families and community organizations to form partnerships, classroom interventions and school-based initiatives to enhance well-being. | ||
In addition to the above, other complementary courses may be approved by the Program Director.
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Eligibility (Admission Criteria)
Applicants should meet the following requirements:
- Possess an undergraduate degree.
- A minimum CGPA of 2.7 out of 4.0.
- Proficiency in English. Applicants to graduate studies whose mother tongue is not English and who have not obtained an undergraduate or graduate degree from a recognized foreign institution where English is the language of instruction, or from a recognized institution in Canada or the US (anglophone or francophone), must submit documented proof of proficiency in oral and written English.
Application Process & Required Documents
All applications are done through McGill's Graduate Applicant Portal. The application steps and instructional video are on the University's Future Graduate Students website. The following documents must be part of your application: (Note that all uploaded documents to the portal must be in PDF format.)
- A complete application form (accompanied by your application fee payment).
- A copy of your unofficial transcripts from all previous university-level studies (undergraduate and graduate). Official transcripts are required to be submitted by those who gain admission to the program. (Instructions on sending official transcripts will be sent upon acceptance.)
- Letters of Reference: Within the online application, applicants must provide valid institutional e-mail address for two (2) references who can speak to your academic ability and/or qualifications for working with youth in a helping role, and general character. McGill University will contact the referee directly to submit their letter of reference.
- Personal Statement (3-page maximum, double-spaced) in APA style. Please include the following information:
- Relevant experience: Describe your past and current experience working with children and/or adolescents.
- Objectives: Why are you applying to this program? How does this program match your general career or skills-acquisition objectives? Which knowledge would you like to gain?
- Optional topics: Your personal trajectory, personal challenges along your scholastic/professional/personal journey, experiences or challenges you've encountered related to identity. Note that students who identify as being part of a minority group are encouraged to self-identify to facilitate access to any applicable financial aid and/or awards, as part of McGill's Equity, diversity, and inclusion (EDI) mandate. All personal data submitted will be kept confidential and used only for operational decision-making.
- English Language Proficiency Test Score (if applicable): Please arrange for test scores (TOEFL, IELTS) to be sent to McGill directly from the testing agency. You must indicate the McGill University institution code: 0935.
Application Deadlines
- Fall Admission: May 1
- Winter Admission: September 1
- Summer Admission: January 1
What to Expect After Submitting your Application
An automated notice from McGill University acknowledging receipt of your application will be sent to the email address indicated in your submission.
