psychology phd canada

• Doctor of Philosophy in Psychology (PhD)
• Graduate School
• Prospective Students
• Graduate Degree Programs

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Psychology is a diverse discipline that attempts to understand the basis of behaviour, thoughts and emotions. Psychology at UBC was introduced as a single course in 1915 and was initially offered by the Department of Philosophy. Over the years, the number of courses and instructors grew until we officially became the Department of Psychology in 1958.

Information on research areas offered in the department, as well as admissions-related information, can be found on the department website . Read the department program website carefully before contacting the department with specific questions that are not addressed on the website.

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

What makes the program unique?

UBC’s Department of Psychology is a top ranked research department in Canada and in the world. Our 58 faculty members and 130 full-time graduate students and postdoctoral fellows conduct research across the spectrum of psychology, representing seven sub-disciplinary specializations: Behavioural Neuroscience, Clinical, Cognitive Science, Developmental, Health, Quantitative Methods, and Social/Personality.

The strength of our graduate programs lies in the highly productive research faculty, well-organized programs of study, extensive opportunities for student-faculty interaction, and rich offering of research specializations. Our faculty are well known for their research expertise in health, happiness, language acquisition, gambling, child development, gender roles, environmental behaviour, neuroscience, and many other areas of psychology. Our research programs are well funded by major national granting agencies, and our faculty are committed to research excellence and interdisciplinary collaborations within UBC’s Faculties of Medicine, Science and Arts, the Institute for Resources, Environment and Sustainability and many other institutions around the world.

The clinical psychology program trains graduate students to become excellent researchers and also provides exemplary clinical training so that students can become registered psychologists. This combination is ideal for my goals.

Sophie Smit

Quick Facts

Program Enquiries

Admission information & requirements, program instructions.

Please refer to the department website for all admissions-related information.

1) Check Eligibility

Minimum academic requirements.

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

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

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

English Language Test

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

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

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

Overall score requirement : 90

IELTS: International English Language Testing System

Overall score requirement : 6.5

Other Test Scores

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

The GRE is required by some applicants. Please check the program website.

Prior degree, course and other requirements

Prior degree requirements.

A thesis-based MA or MSc in Psychology is required for applicants applying for the PhD program.  Applicants with only a BA/BSc degree must aply for the MA program as they are ineligible for the PhD program.

Other Requirements

GRE requirements vary depending on the area of research and/or intended research supervisor. Please visit the respective Research Stream page on the department website for area-specific GRE requirements.

2) Meet Deadlines

3) prepare application, transcripts.

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

Letters of Reference

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

Statement of Interest

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

Supervision

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

Instructions regarding thesis supervisor contact for Doctor of Philosophy in Psychology (PhD)

Applicants will not be admitted without identifying a faculty member as their intended supervisor.  Admissions decisions are made by prospective research supervisors; applicants are encouraged to reach out to them directly for further inquiries after reviewing the information on the department's website.

Criminal Record Check

Citizenship verification.

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

4) Apply Online

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

Research Information

Research focus.

We offer research-intensive graduate studies in seven sub-disciplinary specializations: Behavioural Neuroscience, Clinical, Cognitive Science, Developmental, Health, Quantitative Methods, and Social/Personality.  Please refer to the department's Research Streams page for more information.

Tuition & Financial Support

Financial support.

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

Program Funding Packages

From September 2024 all full-time students in UBC-Vancouver PhD programs will be provided with a funding package of at least $24,000 for each of the first four years of their PhD. The funding package may consist of any combination of internal or external awards, teaching-related work, research assistantships, and graduate academic assistantships. Please note that many graduate programs provide funding packages that are substantially greater than $24,000 per year. Please refer to the department's Funding page  for additional information on funding opportunities.

Average Funding

• 32 students received Teaching Assistantships. Average TA funding based on 32 students was $10,912.
• 37 students received Research Assistantships. Average RA funding based on 37 students was $7,725.
• 18 students received Academic Assistantships. Average AA funding based on 18 students was $2,366.
• 51 students received internal awards. Average internal award funding based on 51 students was $16,504.
• 22 students received external awards. Average external award funding based on 22 students was $32,136.

Scholarships & awards (merit-based funding)

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

Graduate Research Assistantships (GRA)

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

Graduate Teaching Assistantships (GTA)

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

Graduate Academic Assistantships (GAA)

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

Financial aid (need-based funding)

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

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

Foreign government scholarships

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

Working while studying

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

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

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

Tax credits and RRSP withdrawals

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

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

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

Cost Estimator

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

Career Outcomes

112 students graduated between 2005 and 2013: 1 is in a non-salaried situation; for 5 we have no data (based on research conducted between Feb-May 2016). For the remaining 106 graduates:

Sample Employers in Higher Education

Sample employers outside higher education, sample job titles outside higher education, phd career outcome survey, career options.

The PhD in Psychology is designed to prepare students for employment in academic or private sector settings. Recent graduates have taken positions as tenure track faculty members, postdoctoral fellows, research scientists, practicing clinical psychologists, biostatisticians, and public policy quantitative analysts.

Alumni on Success

Zak Witkower

Job Title Postdoctoral Researcher

Employer University of Toronto

Kristina Uban

Job Title Post Doctoral Researcher

Employer Children's Hospital Los Angeles

Julie Belanger

Job Title Director, Research and Evaluation

Employer Education Partnerships Group

Kirsten Dalrymple

Job Title Research Associate

Employer University of Minnesota

Enrolment, Duration & Other Stats

These statistics show data for the Doctor of Philosophy in Psychology (PhD). Data are separated for each degree program combination. You may view data for other degree options in the respective program profile.

ENROLMENT DATA

Completion rates & times.

• Research Supervisors

Advice and insights from UBC Faculty on reaching out to supervisors

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

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

• Alden, Lynn (Cognitive processes in the anxiety disorders, Social Anxiety Disorder, adult-onset Post-traumatic Stress Disorder, cognitive-behavior therapy)
• Baron, Andrew (cognitive development, infancy, childhood, adolescence, racism, race, stereotypes, cooperation, bias, innateness, science education, multiculturalism, gender, ethnicity, neuromarketing, attitudes, preferences, psychology )
• Biesanz, Jeremy (personality, Personality, interpersonal perception, accuracy, personality coherence, quantitative methods)
• Birch, Susan (Social perspective taking, social learning, social cognition, imitation, nonverbal behavior, confidence, communication, decision-making, impression formation, child development My primary area of expertise is the study of children and adults’ social perspective taking abilities (i.e., their abilities to reason about other peoples’ mental states–their intentions, knowledge, and beliefs) and how their abilities to take another person’s perspective impacts how they form impressions of others, learn from others, communicate with others, and informs a range of socials. Of particular interest is a) how children make inferences about what is credible information to learn (e.g., how they decide whether someone is a credible source of information based on how confident that person seems) and b) how a widespread bias in perspective taking referred to as ‘the curse of knowledge bias’ (a difficulty reasoning about a more naive perspective as the result of being biased by one’s current knowledge) can impair communication (both written and in person) and decision-making across a range of fields (politics, law, education, economics, medicine, etc.)., Development of language, learning, and social understanding in infants and children)
• Chen, Frances (Health psychology; social connection; social support; stress; coping; conflict and negotiation; hormones; Neuroendocrinology)
• Christoff, Kalina (brain, cognitive neuroscience, psychology, prefronal cortex, fMRI, neuroimaging, neuropsychology, executive functions, problem solving, reasoning, thinking, mind-wandering, attention, consciousness, real-time fMRI, trauma and PTSD, Cognitive and neural basis of human thought, reasoning and problem solving)
• Clark, Luke (Gambling, Problem Gambling, Addiction, Decision-Making, Reward, Cognitive Neuroscience, Cognitive and neurobiological mechanisms involved in gambling behaviour and disordered gambling)
• Dawson, Samantha (Psychology and cognitive sciences; Interventions for sexual dysfunction; Sexual function and dysfunction in individuals and couples)
• DeLongis, Anita (Psychology and cognitive sciences; social determinants of health; chronic illness; coping; couples; families; health; Health Psychology; marriage; social support; stress)
• Dunn, Elizabeth (Happiness, money and spending decisions, self-knowledge)
• Emberson, Lauren (Learning, Perception (audition, vision, crossmodal or multisensory), Language development, Face/object perception, Impacts of premature birth, Neural connecitivty, fNIRS, Neonatal and Infant development , Early adversity / Risk and resilience , Increasing diversity and representation in the neurosciences , Naturalistic neuroimaging recordings)
• Enns, James (Behavioural neuroscience of reward and motivation; attention; action kinematics; social perception; perceptual development)
• Floresco, Stanley Bogdan (Neural circuits subserving learning and executive functions, behavioural and electrophysiological analyses of limbic-cortical-striatal interactions involved in decision making and behavioural flexibility, animal models of schizophrenia and drug addiction)
• Goetz, Friedrich (Psychology, social and behavorial aspects; Geographical psychology; Causes and consequences of regional personality differences; Mobility and migration; Wanderlust; Courage; Entrepreneurship; Personality development; open science)
• Hall, David Geoffrey (Lexical and conceptual development, semantic development, language acquisition)
• Hamlin, Kiley (Psychology and cognitive sciences; Cognitive development; Moral Judgement and Duty or Obligation Morals; Infant / Child Development; Foundations of Religious, Mystical, Mythical and Moral Thoughts; Infant moral cognition; infant social cognition)
• Handy, Todd (aging and cognition, aging and exercise, cognitive neuroscience, attention, migraine, fMRI, Cognitive neuroscience, neuroimaging, attention and its impairment in clinical populations, mind wandering, and real-world human behaviour)
• Heine, Steven (Culture and human nature in psychology, culture, how people strive to maintain a sense of meaning in their lives when they encounter anomalies which they are unable to make any sense of, how people understand essences and genetic foundations for human behavior )
• Hewitt, Paul (perfectionism, Therapy Perfectionism, personality vulnerability, depression, suicide in adults and children)
• Hoppmann, Christiane (Psychology and cognitive sciences; Aging Process; Social Aspects of Aging; stress; Health Promotion; social determinants of health; Health and well-being across the adult lifespan and into old age; individual differences in goals)
• Kerns, Connor (assessment and treatment of autism spectrum disorder (ASD); childhood anxiety and stress-related disorders; trauma-related disorders; Autism; Anxiety; Comorbidity)
• Kim, Eric (Health psychology; Psychosocial, sociocultural and behavioral determinants of health; Epidemiology (except nutritional and veterinary epidemiology); psychological well-being; Purpose in life / Meaning in life; resilience; Optimism / Hope; Health Psychology; Social Epidemiology; Aging)
• Kingstone, Alan (Cognitive sciences; Brain mechanisms of human perception, attention, and behaviour in experimental & everyday situations)
• Klonsky, Elisha (Clinical psychology; Suicide (theory, motivations, transition from suicidal thoughts to attempts); emotion; personality.)
• Laurin, Kristin (Social psychology; Psychology of social class; Political psychology; Rationalization and system justification; Morality)

Doctoral Citations

Sample thesis submissions.

• Examining the relationship between children's theory of mind and social-emotional functioning
• When people do allyship : a typology of allyship action
• Social values and social motivations as vulnerability factors for excessive acquisition
• Cognitive and affective dimensions of inattention
• Actual and anticipated reactions to engaging with and dismissing political opponents : who and where they come from, and why they matter
• Mechanisms underlying the interface between number words and perceptual magnitudes
• Trust and social class : the complex relationship between explicit stereotypes (about dispositions and situations), implicit stereotypes, and trust
• Memory network of social anxiety
• A cognitive framework of nudge and sludge
• Reward sensitivity and emotionally biased cognition in depression
• Seeing mind in all : subjective panpsychism and moral psychology
• Prosocial behaviour as an antidote to social disconnection : exploring the links between prosocial behaviour, loneliness, and social contact in daily life
• Bidirectional associations between social media use and psychopathology
• Just not that interested? : drivers of the gender gap in systemizing and empathizing interest
• SES, inequality and me : the effects of subjective socioeconomic status and perceived economic inequality on self-centeredness

Related Programs

Same specialization.

• Master of Arts in Psychology (MA)

At the UBC Okanagan Campus

Further information, specialization.

Psychology covers most major areas of the discipline, including: behavioral neuroscience, clinical psychology, cognitive science, developmental psychology, health psychology, personality and social psychology, and quantitative methods.

UBC Calendar

Program website, faculty overview, academic unit, program identifier, classification, social media channels, supervisor search.

Departments/Programs may update graduate degree program details through the Faculty & Staff portal. To update contact details for application inquiries, please use this form .

UBC offers a lot of opportunity for interdisciplinary research at least in the context of my work. The Department of Psychology has ties with, for example, the Centre for Brain Health and Sauder School of Business. I really look forward to collaborating with folks outside of the department so that...

Talia Morstead

My decision to study at UBC was driven in large part by my desire to work with Dr. Anita DeLongis, a foremost expert in the field of stress and coping. After coming across Dr. DeLongis’ work during my undergraduate studies and having the opportunity to volunteer in her lab, I saw that our research...

Bronwen Grocott

I applied to UBC because I wanted to work with my present supervisor, Dr. Joelle LeMoult. I was especially interested in researching social stress and depression using a mixed-methods, experimental approach and working with Joelle has made this possible.

Leilani Forby

Before I decided to pursue a graduate degree, I worked in the film industry and was required to do a lot of international travel. The business trips to Canada were always my favorite --- I fell in love with the cities and the people. When I decided that I would study how to support autistic...

Start calling Vancouver “Home”

The metropolitan area is known for its diversity and UBC is one of the most international universities in Canada. This multicultural community means we have a wide range of restaurants, grocery stores, and events to provide a sense of belonging.

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• Peterborough

PhD in Psychology

The PhD in Psychology is a 4-year program aimed to train candidates to make significant contributions to the field of Psychology by providing them with the knowledge, skills, and experiences to become successful consumers and producers of original scholarly research .

The PhD program emphasizes three distinct areas of research: (a) Behavioural and Cognitive Neuroscience; (b) Developmental Psychology; and (c) Social, Health, and Personality Psychology. From these areas, candidates engage in research directed towards understanding how cognitive, neurobiological, developmental and social processes drive and shape human behaviour, personality, health, and well-being. With this degree, PhD graduates will have the knowledge, skills, and training to prepare them for traditional positions within academia (University) or to pursue non-academic career paths in industry-, government- or community-related fields. 

The Doctoral degree capitalizes on the Faculty of Psychology ’s strengths in multidisciplinary research in the Social and Natural Sciences . The Doctoral research fosters innovation thus creating new knowledge that benefits teaching, learning and student development in Psychology. The program also provides unique and applied research opportunities for prospective candidates through strong partnerships and collaborations with external communities, professions, and other institutions. 

The PhD program focuses on exposure to  advanced research methods  and will provide area-specific course content that will enable candidates to receive comprehensive training within their chosen area of study. 

The PhD in Psychology accepts prospective candidates who have completed an MA or MSc degree in Psychology or a related discipline. Exceptional students in good standing that are currently enrolled in our MSc program can request transfer into the PhD program. Course offerings and research opportunities within this program draw upon the wealth of expertise of Trent’s Psychology Faculty.  

Program Layout 

Year 1 : the emphasis of training is placed on the development of the candidate’s knowledge base (through content and area-specific courses) and their professional and communication skills (through specialized Research Colloquia and Professional Development courses). Candidates will develop a dissertation proposal in consultation with their supervisor and will include the completion of all required Ethics Applications and the successful completion of the dissertation proposal to the candidate’s supervisory committee. 

Year 2 : the emphasis is placed on increasing the candidate’s fluency and breadth of knowledge through the completion of a Comprehensive Examination within the candidate’s area of research. This will help reveal the candidate’s competency within their respected research area and correct for any deficiencies, ensuring that the candidate’s training and knowledge base is at an advanced level appropriate for PhD research.  

Year 3 : candidates complete an experiential skills-based project that is designed to broaden the student’s exposure to research, knowledge application, and knowledge translation.  

Year 4 : the candidate is immersed in the completion of their dissertation research. The candidate will also present their research to their Dissertation Advisory Committee in a public forum. The dissertation defence is expected by the end of Year 4.  

Candidates in this program will receive financial support through the offering of Graduate Teaching Assistantship , and all candidates are encouraged to apply to external funding sources. Development of teaching and pedagogical skills are encouraged throughout the program of study, and once a candidate has completed their comprehensive examination, they will be permitted to instruct undergraduate courses within our program.  

We anticipate that graduates from our PhD program will pursue careers that capitalize on their research training and professional expertise. Some of graduates of this program may pursue careers as researchers and/ or teachers in academia by obtaining post-doctoral fellowships and then research- or teaching-track positions. However, a PhD in Psychology is extremely flexible; 75% of PhD graduates are employed in non-academic settings, including administration, research and policy development in clinical science, social services, health care, government, industry, or community agencies in both the public and private sector. Our graduates will be welcome additions to any organization seeking individuals with problem-solving, communication, and time-management skills, and high-level expertise in research design and statistical analysis. 

More information is in the Graduate Academic Calendar

Academic Calendar

Psychology, ph.d..

Psychology Head:  Melanie Soderstrom Associate Head (Graduate):  Melanie Glenwright Campus Address/General Office:  P514 Duff Roblin Building Telephone:  204-474-6377 Email Address:   [email protected] Website:   umanitoba.ca/arts/psychology Academic Staff:   Please refer to the  Psychology website  for staff information.  

Psychology Program Information

Graduate study in the Department of Psychology is offered at both the Master of Arts and the Doctor of Philosophy levels. The M.A. program is designed to provide a broad foundation in the scientific approach to psychology, as well as specialized skills. The Ph.D. program provides a higher degree of specialization coupled with more intensive training in research and application.

Admission Information

Admission to the faculty of graduate studies.

Application and Admission Procedures are found in the  Academic Guide .

Admission requirements for doctoral students are found in the  Doctor of Philosophy General Regulations  section of the Guide.

Psychology Ph.D. Admission Requirements

Students may be admitted to the doctoral program if they have the equivalent of an M.A. degree in Psychology from the University of Manitoba. 

Application Information

Students should complete and submit their online application with supporting documentation by the date indicated on the  Psychology Ph.D. program of study  page.

Degree Requirements

Please consult the Supplementary Regulations under the Regulations tab for program requirements. Students in the clinical training program have a more extensive program of study, including clinical practice at the Psychological Service Centre, and must complete an internship year at an accredited training site. 

Expected Time to Graduate: Non-Clinical Programs - 3 years; Clinical Program - 4 years. 

Progression Chart

Basic course requirements, clinical course requirements.

• Students should register for GRAD 8010 during the summer of their 1st year of study (see http://umanitoba.ca/faculties/arts/departments/psychology/media/New-Candidacy-Regulations.pdf )
• Students should schedule their PhD proposal for the summer of their 2nd year of study
• Students should commence data collection for their PhD their during the summer of their 3rd year of study (strongly recommended)

Registration Information

Students should familiarize themselves with the Faculty of Graduate Studies ‘GRAD’ courses applicable to their program . If you have questions about which GRAD course(s) to register in, please consult your home department/unit.

Prior to registration, all students (new and returning) must meet with their advisor to determine their program of study. Courses must be listed on a Departmental Program Registration Form. The form must be signed by the advisor and the graduate programs coordinator. Only those courses that have been approved by the graduate office will be credited to a student's program. 

All course additions and withdrawals (registration revisions) must be approved in the same manner.

Regulations

Students must meet the requirements as outlined in both Supplementary Regulation and BFAR documents as approved by Senate.

Supplementary Regulations

Individual units may require specific requirements above and beyond those of the Faculty of Graduate Studies, and students should consult unit supplementary regulations for these specific regulations. 

Bona Fide Academic Requirements (BFAR)

Bona Fide Academic Requirements (BFAR)  represent the core academic requirements a graduate student must acquire in order to gain, and demonstrate acquisition of, essential knowledge and skills.

All students must successfully complete:

• GRAD 7300  prior to applying to any ethics boards which are appropriate to the student’s research or within the student’s first year, whichever comes first; and
• GRAD 7500  within the first term of registration;

unless these courses have been completed previously, as per  Mandatory Academic Integrity Course  and  Mandatory Research Integrity Online Course .

Students must also meet additional BFAR requirements that may be specified for their program.

General Regulations

All students must:

• maintain a minimum degree grade point average of 3.0 with no grade below C+,
• meet the minimum and not exceed the maximum course requirements, and
• meet the minimum and not exceed the maximum time requirements (in terms of time in program and lapse or expiration of credit of courses).

An overview of the fundamental concepts and issues of professional School Psychology. Ethical, professional, regulatory and legal issues pertaining to the practice of school psychology are examined. Also examined are the history of school psychology and the organization of educational systems. Students may not hold credit for both PSYC 7012 and the former PSYC 7010.

PR/CR: A minimum grade of C is required unless otherwise indicated. Prerequisite: permission of instructor required for non-School Psychology students.

Mutually Exclusive: PSYC 7010

A continuation of the examination of fundamental concepts and issues of professional School Psychology. Ethical, professional, regulatory and legal issues pertaining to the practice of school psychology are examined. Also examined are the history of school psychology and the organization of educational systems. Students may not hold credit for both PSYC 7014 and the former PSYC 7010.

Designed to provide students with training in the basic principles of psychological assessment and related measurement concepts, highlighting the process of data-based decision making. Emphasis will be placed on how information from a variety of psycho-educational sources is used to identify profiles for planning intervention programs. Students may not hold credit for both PSYC 7022 and the former PSYC 7020.

Mutually Exclusive: PSYC 7020

A continuation of training in the basic principles of psychological assessment and related measurement concepts, highlighting the process of data-based decision making. Emphasis will be placed on how information from a variety of psycho-educational sources is used to identify profiles for planning intervention programs. Students may not hold credit for both PSYC 7024 and the former PSYC 7020.

PR/CR: A minimum grade of C is required unless otherwise indicated. Prerequisite: PSYC 7022 (C+) ; permission of instructor required for non-School Psychology students.

An examination of cognitive and medical conditions that have a direct impact on learning. These include (but are not limited to) learning disabilities in reading, writing, and mathematics, and other conditions involving neurodivergence (e.g., in intelligence, attention, prenatal exposure to substances, and autism), as well as co-occurring conditions. Diagnostic models, compensatory interventions, and social, behavioural, and affective consequences will be considered.

Provides an overview of basic theories of learning as applied to effective classroom instruction. Knowledge of individual differences in learning and principles of best practices in classroom instruction will be applied to the development of effective and curriculum adaptations for students with specific academic problems.

Supervised practice with school children in a field setting. Emphasis on development of skills in assessing intelligence, academic skills and social-emotional difficulties, and on communication of findings to parents, teachers, and school administrators through written and verbal reports. Pass/Fail course.

PR/CR: A minimum grade of C is required unless otherwise indicated. Prerequisite: permission of instructor.

Supervised practice in a school setting. The focus is on development of skills relevant to case conceptualization, intervention, and supervision of junior practicum students. Pass/Fail course.

PR/CR: A minimum grade of C is required unless otherwise indicated. Prerequisites: PSYC 7050 , permission of instructor.

An overview of theory, research, and the educational implications of social, emotional, and personality assessment of children and adolescents. A variety of methods are examined with an emphasis on empirically-supported practices in the assessment of psychopathology and socio-emotional functions.

Examines mental health conditions, covering a range of internalizing and externalizing disorders in children and youth. Biopsychosocial and ecological models, risk and resiliency, and developmental and cultural issues are examined. Structured and semi-structured diagnostic interviews are reviewed.

Examines psychotherapy with social systems, including children, families, and groups. A lifespan perspective will be employed. Diversity issues within each relevant social grouping will be highlighted. Restricted to students in clinical or school psychology.

Behavioural management strategies and techniques for children and adolescents who present with serious disruptive and/or emotional and behavioural disorders in schools. A wide range of techniques and strategies are considered.

An examination of theories and models of school-based consultation and collaboration. Practice with techniques and procedures associated with effective consultation with teachers, school administrators, and parents.

Provides students with knowledge and skills needed to understand, design, and conduct evaluations of intervention programs for individuals experiencing academic or behaviour difficulties in school. Addresses the aims, theories and methods of program evaluation, including relevant research design and statistical methods.

This course addresses issues of research design relevant to clinical research. Topics include reliability and validity of measurement, correlational, quasi-experimental, and experimental designs, clinical significance, and power analysis. Students complete a research proposal relevant to their thesis interests.

PR/CR: A minimum grade of C is required unless otherwise indicated. Prerequisite: permission of instructor required for non-Clinical students.

Students will read recent research in Autism Spectrum Disorders, acquire skills to critically evaluate empirical evidence, and examine implications for practice. Among the topics covered will be assessment, diagnosis, epidemiology, and applied behaviour analysis early intervention.

Cross-cultural psychology is the critical and comparative study of the linkages between cultural norms and thoughts, feeling and behaviour. This course focuses on Cross-cultural Social Psychology. Therefore, the assigned readings deal with topics that Social Psychology in general examines.

Students will be exposed to the theories that apply to the initiation, development, maintenance, and dissolution of relationships. The primary focus will be on evolutionary theory, attachment styles, communal and exchange relationships, equity theory, interdependence theory and the investment model, attributional theories, and theories of love.

This course examines how self-regulatory processes such as goal-setting and self-awareness can affect behaviours that promote or undermine human health. A wide range of health-related behaviours is considered such as smoking, exercise, safe-sex practices, and eating.

This course considers health from a social psychological perspective. Weekly readings and discussion will focus on social cognitive processes and social influence processes that may mediate between stress and illness or may direct people's judgments of their health and choices of health-related behaviours.

This course considers how adults adapt to the challenges of aging and the accompanying health problems. Seminar discussions will focus on selected psychological theories and related empirical literature regarding belief systems that operate in the face of health- and age-related challenges. Students may not hold credit for both PSYC 7192 and PSYC 7310 with the topic "Health and Aging."

An introduction to descriptive and inferential statistics as it relates to the analysis of psychological data. Topics such as shapes of distributions, measures of central tendency and variability, hypothesis testing, and interval estimation, single and multifactor analyses, classical and robust methods of analysis will be discussed.

Applied statistics for psychologists, with a focus on regression analysis, linear models, and generalized linear models. Emphasis will be placed on the application of statistical methods and computer software in psychological research. Not to be held with the former PSYC 8420.

PR/CR: A minimum grade of C is required unless otherwise indicated. Prerequisite: PSYC 7200 or permission of instructor.

Equiv To: PSYC 8420

Graduate students will be taught to provide applied behavior analysis training for children with autism. Students will be taught many of the skills expected of tutors and senior tutors in the St. Amant Applied Behavior Analysis Program for Children with Autism.

Graduate students will learn to supervise tutors and parents providing applied behavior analysis training for children with autism. Students will be taught many of the skills expected of a clinical consultant in the St. Amant Applied Behavior Analysis Program for Children with Autism.

PR/CR: A minimum grade of C is required unless otherwise indicated. Prerequisite: PSYC 7220 and permission of instructor.

Students will work closely with behavior analysts in the Psychology Department at St. Amant to assess problems, design and execute appropriate interventions, and conduct follow-ups for persons with developmental disabilities.

Graduate students will work closely with behavior analysts in the Psychology Department at St. Amant in the provision of applied behavior analysis consultation services for front line staff caring for persons with developmental disabilities.

PR/CR: A minimum grade of C is required unless otherwise indicated. Prerequisite: PSYC 7240 and permission of instructor.

In this course students will be exposed to the theory and practice of case conceptualization and communication. Students are required to be present for presentations of clinical cases and participate in discussions of them. Grading is Pass/Fail.

A survey of the major contemporary systems of psychology and their history.

Advanced study of abnormal behaviour, diagnostic approaches, and related research. Not to be held with the former PSYC 7870.

Equiv To: PSYC 7870

Students will read recent applied behavior analytic research in behavioral assessments and interventions for people with developmental disabilities, acquire skills to critically evaluate empirical evidence, and examine implications for practice. Students may not hold credit for both PSYC 7300 and PSYC 7310 with the topic "Research in Developmental Disabilities."

An intensive study of the contemporary research and theory in a selected field of psychology. The course content may vary. Students can earn multiple credits for this course only when the topic subtitle is different.

This course is designed to provide students with both a knowledge/evidence base for the foundations of psychotherapy and practical skills that will prepare them for more advanced learning via supervised work with clients. Not to be held with the former PSYC 8410.

Equiv To: PSYC 8410

You will gain an advanced understanding of core theories and fundamental issues in cognitive development research. You will also gain an in-depth understanding of a particular cognitive developmental research issue of your choice.

PR/CR: A minimum grade of C is required unless otherwise indicated. Prerequisite: consent of instructor.

An intensive review of current research and theories in visual processes. Both behavioural and physiological aspects of vision will be considered.

An intensive review of current theories and research in audition, smell, taste, and the cutaneous senses.

This course is intended to provide an introduction to ethical and professional issues relevant to the science and practice of applied behaviour analysis and psychology. Students in this course will become familiar with the code of ethics for behaviour analysts and psychologists; relevant Provincial legislations; examine ethical issues pertaining to practice and research with humans; and examine essential skills to be an effective professional.

The use of randomized subjects, block, factorial, latin square, and repeated measures designs in psychological research is discussed. Ancillary topics considered are unbalanced designs, multiple linear regression, magnitude estimation and simultaneous inference. Students will also use statistical packages to analyze data from psychological experiments.

PR/CR: A minimum grade of C is required unless otherwise indicated. Prerequisite: PSYC 8420 or permission of instructor.

Discussion of measurement theory, data theory, and scaling models.

PR/CR: A minimum grade of C is required unless otherwise indicated. Prerequisite: the former PSYC 7390 or permission of instructor.

Current theory and research in psychometrics.

PR/CR: A minimum grade of C is required unless otherwise indicated. Prerequisite: PSYC 7400 or permission of instructor.

Designing and analyzing behavioural science experiments containing multiple dependent (criterion) and independent (predictor) variables is discussed. The use of statistical packages is illustrated.

PR/CR: A minimum grade of C is required unless otherwise indicated. Prerequisite: PSYC 7210 or the former PSYC 8420 or permission of instructor.

The physiological correlates of sensation, perception, learning, motivation, and complex behaviour.

Theory and research in contemporary developmental psychology.

This course allows for advanced study in an integrative psychology of addictive disorders. Topics will include the history, epidemiology, psychopharmacology, and biological and psychosocial etiologies of addictive behaviours. Evidence-based treatments will also be covered.

Study of professional issues in clinical psychology. Historical development and present status of clinical psychology; what defines a profession; ethics codes, standards of practice, and legal requirements; training, internships, and accreditation; professional organizations, registration, and advocacy; employment in public and private sectors. Grading is Pass/Fail. Not to be held with the former PSYC 8070.

Equiv To: PSYC 8070

This course will provide clinical students with a thorough overview of key issues and clinical knowledge related to intellectual and cognitive assessment of children and adults. Learning will take place through a combination of lectures, course readings, discussion, group exercises, student presentations, and hands-on practical experience with cognitive tests. Not to be held with the former PSYC 8150.

Equiv To: PSYC 8150

This course will provide clinical students with a thorough overview of key issues and clinical knowledge related to personality and psychological assessment of youth and adults. Learning will take place through a combination of lectures, course readings, discussions, group exercises, student presentations, and hands-on practical experience with personality and psychological tests. Not to be held with the former PSYC 8160.

Equiv To: PSYC 8160

The course will cover basic behavioural principles and procedures, and examine Skinner's behavioural interpretations of complex human behaviours and social phenomena.

We will first explore research demonstrating the impact of personality and situations, separately, on behavior. We will then examine the debate that arose about whether understanding the person or the situation would have the most scientific merit. We spend the remainder (and majority) of the course discussing the theories and research that arose from that debate. The majority of this research has an interactionist perspective, taking both the person and his/her situation into account. Students may not hold credit for both PSYC 7620 and PSYC 7310 with the topic "Person X Situation Interactionism."

A lecture and reading course designed to familiarize the student with the concepts and operations associated with various approaches to the study of individual differences and patterns of difference in behaviour; emphasis is placed on research and that function of theory which generates research.

This course examines intergroup relations from a social psychological perspective. Key topics include sources of prejudice and discrimination, the "target's" perspective, and strategies for reducing prejudice and discrimination. Activities may include participating in class discussions, giving presentations, and writing several short papers and a research proposal. Students may not hold credit for both PSYC 7660 and PSYC 7310 when titled "Intergroup Relations."

An intensive examination of the current methods and research arising from the classical theories of personality.

An examination of individual difference variables suggested by the various personality theories. Particular emphasis will be given to current research and theory.

No desciption available for this course.

Students registering for this course will work under the supervision of their advisor to prepare a complete draft of the M.A. Thesis Research Proposal. Students enrolled in a thesis-based M.A. program in Psychology must register for this course in one of their first four (4) terms of full-time study. The course must culminate in submission of a complete draft of the M.A. Thesis Research Proposal to all members of the thesis advisory committee. This course will be graded on a pass/fail basis as determined by majority opinion of the thesis advisory committee.

Students registering for this course will work under the supervision of their advisor to prepare a complete draft of the Ph.D. Dissertation Research Proposal. Ph.D. students must register for this course in one of their first eight (8) terms of full-time study. The course must culminate in submission of a complete draft of the Ph.D. Dissertation Research Proposal to all members of the thesis advisory committee. This course will be graded on a pass/fail basis as determined by majority opinion of the thesis advisory committee.

Special topics and recent advances in the design and analysis of behavioural science data will be discussed.

PR/CR: A minimum grade of C is required unless otherwise indicated. Prerequisite: PSYC 7760 or permission of instructor.

An extension of the material covered in PSYC 7800 with particular emphasis on quantitative techniques typically employed in such areas as discrimination learning, personality, etc.

This course examines empirically-supported interventions ranging from primary through tertiary prevention/intervention efforts directed at individuals, groups, and families, as well as classroom- and school-based intervention and prevention programs to promote a range of adaptive outcomes and intervene in a range of maladaptive pathways.

This course examines empirically-supported interventions ranging from primary through tertiary prevention/intervention efforts directed at individuals, groups, and families, as well as classroom- and school-based intervention and prevention programs to promote a range of adaptive outcomes (e.g., social competence, positive peer relations) and intervene in a range of maladaptive pathways (e.g., development of internalizing and externalizing problems and disorders). The course briefly introduces some specific programs available to assist in intervention design; however, the focus is on broad theoretical principles and aspects of evidence-based perspectives. Opportunities to integrate assessment and intervention will be presented throughout the course.

PR/CR: A minimum grade of C is required unless otherwise indicated. Prerequisite: PSYC 7820 (C+).

For advanced students in psychology seeking specialized expertise in health, this course will review major topics such as the human body, the mind/brain connection, research methods, psychology and health care, terminal illness, pain and chronic disease, stress/coping, and health-related behaviours.

Supervised practice in a clinical service facility operated by the university or approved by the clinical training program. Direct client contact to provide experience in assessment and therapy, based on case conceptualization and supervision by clinical faculty. Enrollment normally restricted to students in Clinical Psychology. Pass/Fail course.

Supervised practice in a clinical service facility operated by the university or approved by the training program. Direct client contact to provide experience in assessment and therapy based on case conceptualization and supervised by clinical faculty. Enrollment normally restricted to students in Clinical Psychology. Pass/Fail course.

Supervised practice in a clinical setting outside the university involving more responsible, more autonomous, and more professional work than is present in either clerkship or practicum.

PR/CR: A minimum grade of C is required unless otherwise indicated. Prerequisite: four terms of PSYC 7910 - PSYC 7950 .

Examination of recent advances in the study of human language use. Topics such as memory for meaning, language development and language comprehension will emphasize the interactions between modern cognitive psychology and linguistics.

An intensive review of current research and theory. Biological, psychological, and social aspects of aging are related to each other.

The physiological basis of human cognitive processes is discussed from various perspectives. Different theories and different research strategies are discussed critically.

In this course students will learn the theory and practice of case conceptualization and communication. Students will prepare and present clinical cases using well-defined models of treatment and case formulation strategies.

This course will review the major models, ethical issues, and recommended strategies and practices of clinical supervision. Learning modalities will include discussion of readings, role-playing, and supervised supervision of student clinicians. Pass/Fail course.

A general introduction to community psychology and community mental health. Historical, conceptual, and philosophical underpinnings of community psychology and community mental health; community assessment and intervention; alternative approaches to contemporary social problems; understanding social policy and the role of the public sector; community research methods. Not to be held with the former PSYC 8170.

Equiv To: PSYC 8170

An overview of program evaluation and consultation as major areas of applied psychological practice; analysis of contemporary social and health problems; development, implementation, and evaluation of human service programs; understanding human service organizations; the role of consultant and common types of consultation; ethical issues in program evaluation and consultation. Not to be held with the former PSYC 8180.

Equiv To: PSYC 8180

Developmental deviations will be related to such factors as genetic influences, physiological development, early experiences, language, intellectual and mental abilities, social and ethnic influences, parent-child interactions, and peer group interactions. Methods of special treatment will be considered.

This seminar critically examines the concepts developed by B.F. Skinner in his classical work "Verbal Behaviour."

An in-depth study of various areas in the field of psychopathology.

The understanding and evaluation of cognitive, sensory, and motor functions as they relate to cerebral dysfunction.

This seminar deals with a variety of specific topics in behaviour modification.

This course deals with the design, implementation, and evaluation of program packages, based on behaviour modification, to different population and problem areas.

An extensive coverage of the methods by which behaviour can be studied in individual organisms, including the rationale for the use of such methods as opposed to methods involving the averaging of group data.

This seminar deals with selected topics in basic operant research.

Supervised training will take place in a service facility typically located off the University campus. Students will work closely with a supervisor in assessing a problem, designing and executing an intervention program and conducting a follow-up.

PR/CR: A minimum grade of C is required unless otherwise indicated. Prerequisite: permission of the instructor.

Supervised training will occur in a setting typically located off campus. Students will work closely with a supervisor in assessing a problem, designing and executing an intervention program and conducting a follow-up with clients without developmental disabilities or autism.

PR/CR: A minimum grade of C is required unless otherwise indicated. Prerequisite: written consent of instructor.

Supervised training will take place in a service facility typically located off the University campus. Students will work closely with a supervisor in assessing a problem, designing and executing an appropriate intervention program and conducting a follow up.

This course teaches students how to conduct behavioural assessment as a necessary feature of the three interrelated processes of problem identification, program design and outcome evaluation in the application of behaviour modification techniques.

This course deals with both family theory and practice by reviewing the current literature on family systems and providing case discussions, peer supervision and small group simulated tasks.

PR/CR: A minimum grade of C is required unless otherwise indicated. Corequisite: current enrollment in PSYC 7910 - PSYC 7950 or GRAD 7030 or permission of the instructor.

A survey of nonstatistical issues in research design, focusing on precise formulation of research questions and implication for research design. Design problems from various psychological areas are solved by students in the laboratory the purpose being to strengthen critical ability and to identify commonalities across areas in methodological approach. Broader philosophical issues relevant to research design, such as the meaning of causality, are also addressed.

A history of fundamental concepts in developmental psychology with consideration of important philosophical, theoretical, and empirical influences on the contemporary field.

Students learn the theory and practice of empirically supported therapies that emphasize cognitive and behavioural methods. Opportunities for CBT skill development, which can be applied to a wide range of psychological problems, are provided. Students may not hold credit for PSYC 8430 and any of: the former PSYC 8340 or the former PSYC 8400.

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PhD- Applied Social Psychology (PhD.PSYC)

Our PhD program offers advanced training in theory, research and professional skills in Applied Social Psychology. It is designed to build on the foundations established in the Applied Social Psychology MA program. It aims to be comprehensive while providing the flexibility for students to select a set of teaching-learning activities inside and outside the classroom suited to their career goals. The programs provides opportunities for students to engage in such development through four main types of teaching-learning activities:

• Qualifying exam
• Dissertation research work

Students also have the opportunity to engage in various independent research activities, collaborating with each other and/or with various faculty members.

Through a balance of courses, applied work, and publication opportunities, the program’s flexibility allows students to emphasize and receive training directed toward the pursuit of: (1) research in practical or applied settings (e.g., community organizations or consulting firms) and/or (2) research in academic settings (e.g., universities and colleges).

Please see the graduate calendar for a detailed description of the program requirements. 

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Admissions - How to Apply

Please refer to the sections below for complete details on the UTSC Clinical Psychology graduate program's admission requirements and instructions on applying.

***Please note that the application period for the 2024-25 admissions cycle is now closed and we are no longer accepting applications. Interviews for invited applicants will be held virtually from February 12-14, 2024. Final admission decisions will be communicated by April 2024.***

Hear directly from students in our program, an overview of our program, what makes a strong application, and specific application tips by watching the videos below:

Department of Psychological Clinical Science:   Student Voices

An Overview of Our Program:   Part 1  |  Part 2

What Makes a Strong Application:   Part 1  |  Part 2  |  Part 3  |  Part 4

Specific Application Tips:   Part 1  |  Part 2

2024-25 Admission Requirements & Applying

Please see the below deadlines for the  2024-25  admission cycle:

International Applicants : please refer below to the ‘Important Information for International Applicants’ section prior to applying.

• A four-year bachelor's degree (or its equivalent) from a recognized university.
• At least an A- (or first class standing) in the final two years of undergraduate study.
• At least 4.0 to 6.0 full course equivalents (or 8 to 12 semester courses) in psychology, including statistics and some laboratory research experience. Students who are admitted to the program without 4.0 to 6.0 FCEs in required undergraduate coursework may be required to complete additional courses in the master's program. Please note that this only occurs in special circumstances and students are encouraged to complete the necessary courses before applying. Students with a strong background in mathematics, computer science, statistics, biological science, or neuroscience are encouraged to apply even if they have fewer than the suggested number of psychology courses.
• Two academic letters of reference. Letters provided by admitting faculty will not be accepted.
• A personal statement of no more than three pages, single spaced. Use this space to discuss how your personal experience in research, academics, work, and/or volunteerism makes you an ideal candidate for our program. You may choose to dedicate one section of your personal statement to communicate about how your lived experience could bring a valuable and unique perspective to our program. For example, this might include a discussion of your identity (cultural or otherwise) or non-traditional trajectory to graduate school.
• A curriculum vitae.
• Identification of faculty supervisory arrangement and research of interest (Note: this information will be identified via questions included in the  University of Toronto’s Admissions Application  portal. For a list of Faculty accepting students for the current admission cycle, please visit:  Clinical Faculty )

International Applicants :  please refer below to the ‘Important Information for International Applicants’ section prior to applying.

Prospective students who already have an existing master’s degree in Clinical Psychology that is comparable to our MA program may be considered admissible under the requirements of the PhD program:

• A master's degree with specialization in Clinical Psychology (or its equivalent) from a recognized university, with a minimum A- average and excellent research performance
• Two academic letters of reference.
• A personal statement of no more than three pages, single spaced. Use this space to discuss how your personal experience in research, academics, work, and/or volunteerism makes you an ideal candidate for our program. You may choose to dedicate one section of your personal statement to communicate about how your lived experience could bring a valuable and unique perspective to our program. For example, this might include a discussion of your identity (cultural or otherwise) or non-traditional trajectory to graduate school.

Our program will be accepting international applications into our MA program for a Fall 2023 intake. Due to the structure of the federal/ provincial funding process, which prioritizes Canadian citizens and permanent residents, we are only able to admit  one  international applicant into our MA program on a bi-annual basis.  For this current admission cycle (2023-24), we will be accepting international applicants.

Degree Equivalencies:  Applicants whose degrees were obtained outside North America should check the  SGS Admission Requirements . The  International Degree Equivalencies Chart  will help you assess whether you are eligible for entry into our graduate program.

English-Language Proficiency Testing:  If your primary language is not English and you have graduated from a non-Canadian University where the language of instruction and examination was not English, then you must demonstrate your facility in English. This can be accomplished by completing either the TOEFL (Test of English as a Foreign Language) or its equivalent. This requirement must be met at the time of application. Additional information can be found at the  University of Toronto International Admissions site .

Ukrainian Students:  If you are a student that has been affected by the war in Ukraine and are seeking admission to the University of Toronto, please see  https://www.sgs.utoronto.ca/pathways-ukraine/  for information on how to apply.

Please note that the deadline for the application fee waiver is now closed. Please check back in Fall 2024 for the next program.

The Graduate Department of Psychological Clinical Science at the University of Toronto Scarborough is pleased to introduce a new application fee waiver pilot initiative for the 2024 admissions cycle! The aim of this new initiative is to diversify the students in our program by encouraging applications from individuals from historically underrepresented groups in Clinical Psychology. For more information about this new initiative, please see the information below. If you have additional questions, please contact [email protected] .

How Do I Apply to the Counselling and Clinical Psychology Program (Field: Clinical Psychology) in the Graduate Department of Psychological Clinical Science?

Applications to our graduate program must be submitted directly to the School of Graduate Studies at the University of Toronto (UofT) using the Online Admissions Application site.  Applications are due on December 1, 2023, by 11:59pm (EST) for a September 2024 intake. Please see the School of Graduate Studies’ application instructions .

Our program has one application cycle per year and we do not admit students in January or May. Admissions requirements can be found on our program’s website. Note: Graduate Record Examination (GRE) scores are no longer required or accepted for admission to our program.

What Are the Purpose and Priorities of the Application Fee Waiver Pilot Initiative?

The School of Graduate Studies at UofT requires students who apply to our program to pay a $125 application fee. The purpose of the new pilot initiative is to encourage applications from individuals belonging to historically underrepresented groups in Clinical Psychology by reducing a financial barrier for some applicants. The Department of Psychological Clinical Science encourages applications from people who identify as Black, Indigenous, or People of Colour (BIPOC); a first-generation student (i.e., people who were the first in their families to attend university); LGBTQ2S+; living with disability; and living on a low income. The primary goal of the Pilot Application Fee Waiver Program is to further encourage these applicants by offering the potential to waive their application fees.

The structure of our pilot program has been informed by recommendations from the tri-campus Psychology Equity, Diversity, and Inclusion Group at UofT, to provide tangible support for applicants who identify with groups whom we wish to encourage to apply to our program (i.e., BIPOC, first-generation, LGBTQ2S+, living with disability, extreme financial hardship). The lottery places the highest priority on distributing Application Fee Waivers to applicants who identify as Black, Indigenous, and/or Transgender (Wave 1), as members of these groups have been historically excluded from and are especially underrepresented in Clinical Psychology. Furthermore, this special program is one step that our Department is taking towards the recommendations of the UofT Anti-Black Racism Task Force and those of the Steering Committee for UofT’s Response to the Truth and Reconciliation Commission of Canada. ( https://hrandequity.utoronto.ca/wp-content/uploads/2021/04/Anti-Black-Racism-Task-Force- Report_Web.pdf ). Furthermore, this initiative aligns with the UofT Scarborough’s Inspiring Inclusive Excellence Strategic Vision and our Department’s EDI goals. For more information about our Department’s EDI initiatives, please visit our program’s About Us webpage.

What are the Eligibility Criteria for the Application Fee Waiver Pilot Initiative?

You are eligible for the Application Fee Waiver Pilot if the $125 Application Fee is a financial burden for you. You do NOT need to identify with one of our prioritized groups (i.e., BIPOC, first-generation, LGBTQ2S+, living with disability, extreme financial hardship) to apply for an Application Fee Waiver.

The Application Fee Waivers will be distributed by a Stratified Lottery that has 3 waves, described below. While priority will first be given to applicants in priority Waves 1 and 2, all the remaining Fee Waivers will be distributed to anyone in Wave 3.

How Do I Apply for An Application Fee Waiver?

Please complete the application form before 5PM EST on November 10, 2023 to be included in the stratified lottery for an Application Fee Waiver.

How Will I Be Notified and How Do I Use An Application Fee Waiver?  

You will be notified by no later than November 16, 2023 by a confirmation email whether or not you were selected for an Application Fee Waiver. If you receive an Application Fee Waiver, follow these steps to activate your waiver before 5PM EST on November 23, 2023 :  

• Reply to our confirmation email to accept the fee waiver.
• We will notify you via email again once the application fee has been waived. Wait a full business day and check your graduate application status.  
• When you see that the application fee has been paid on the SGS application site, you can submit your full application any time before the December 1, 2023 at 11:59pm deadline.  

Will the Application Fee Waiver Affect the Success of my Application?

No. The success of your application is independent of your participation in the Application Fee Waiver Pilot. The applications that faculty see will not include information about whether or not you applied for the Application Waiver, regardless of whether you received a waiver. Your responses on the Application Fee Waiver Application will not be connected to your graduate application. However, the Graduate Department (i.e., Graduate Chair, Graduate Director, and Graduate Administrators) will have access to the records of who applied. They will not access this information for any aspect of the graduate selection process.

Application Instructions:

• If you are a first-time applicant, click the link to 'Create an Account' to begin your application. You will receive a verification code via email as part of the account creation process. After entering your verification code, you will create a password for your account.
• You may save and return to the application at any point in the process.
• “Graduate Unit” =  Department of Psychological Clinical Science (UTSC)
• "Attendance Type" =  Full-time  (note we do not offer part-time options)
• Note: there are two fields within the Counselling and Clinical Psychology program at the University of Toronto, with each field requiring its own application. The School of Graduate Studies applications are not transferrable between programs.
• Complete the biographical, academic history, and faculty supervision sections of the application. 
• In the 'Additional Information' section, please list all awards and scholarships you have and/or are intending to apply to.
• Pay your application fee. The UofT set application fee for Fall 2022 admission is  $125 . Note that your application will not be considered until your application fee is paid. The deadline to make this payment is December 1st, 2023 by 11:59pm.
• To view the status of your application, including outstanding requirements, please log in to your account to view your applicant status portal. 
• Unofficial transcripts + institutional grading key for each post-secondary program completed, attempted, or in progress. Please note that only unofficial electric transcripts are required at this point of the application process. Official transcripts, which are mailed directly from your previous institution(s), are only required for students who receive a letter of offer.
• Curriculum Vitae
• Personal Statement
• If you need to change your referees, please email  [email protected]
• Note:  It is highly recommended that applicants contact their referees ahead of time to confirm both their availability and their preferred institutional email address. It is ultimately the responsibility of the applicant to ensure reference letters are submitted by the deadline.
• The full application, including payment and letters of reference, is due  December 1, 2023  by 11:59pm. Late applications will not be considered.

Additional notes:

All applications are submitted to the University of Toronto School of Graduate Studies (SGS) using the  Slate Admissions Application  system. The portal allows applicants to manage and submit biographical and educational information, as well as required supporting documents (i.e. Personal Statement, etc.) immediately and directly to the University. Applicants can edit in-progress applications prior to the deadline and check the status of all documents submitted using a secure password and User ID.

Applications will be considered official once the application fee is paid and all application materials submitted by the deadline.  Materials and/ or payment received after the deadline will not be considered and will result in an incomplete application that will not be reviewed.

Please see the  Public Disclosure Tables  that were submitted to the CPA in September 2022.

Percentage of Graduates Licensed can be found here .

Students enrolled in the MA and PhD programs receive a financial assistance package based on a combination of components (e.g., scholarships, fellowships, research assistantships, and teaching assistantships). Currently, our program offers students in good academic standing a guaranteed minimum funding package of $23,000 plus tuition and incidental fees each year for a total of 6 years (2 MA years and 4 PhD years). Beyond the guaranteed minimum funding package, it is expected that competitive applicants will be applying for graduate awards and scholarships. For more information on award descriptions and deadlines, please visit:  Graduate Awards & Scholarships .

For further information on our program and admission requirements, please visit the  Frequently Asked Questions  page.

After carefully reading the above information and visiting our  Frequently Asked Questions  page, should you still have further inquiries, please email  [email protected] .

Please note that due to the volume of applications and inquiries, we do not provide individual assessments to prospective applicants prior to applying.

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Psychology (PhD)

Program overview Program structure Admission requirements Application process Tuition & funding

Program overview

The PhD in Psychology is a research-intensive program, and most students pursue training in one of our department's four main areas of research: behavioural neuroscience , clinical and health research , cognitive science and human development and developmental processes . Students choose from one of two program options. The Research Option is suitable for those who wish to pursue careers in research, industry, or academia. The Research and Clinical Training Option also provides professional training in the provision of psychological services, and can lead to careers in research, industry, academia, hospital and health care domains, as well as positions involved in public policy. The Research and Clinical Training Option is fully accredited by the Ordre des Psychologues du Quebec, as well as the Canadian Psychological Association. Our department trains the next generation of researchers in world-class laboratories.

Program structure

Degree requirements, degree requirements.

Fully-qualified candidates are required to complete a minimum of 90 credits.

Please see the Psychology Courses page for course descriptions.

Psychology PhD (90 credits)

Psychology phd research option (90 credits), set a: psychology phd research option, set b: psychology phd research option, psychology phd research and clinical training option (90 credits), admission requirements, admission requirements.

• Master's degree in psychology or its equivalent in a closely related discipline.
• Research and Clinical Training Option requires that applicants have completed specific Psychology undergraduate courses required by federal and provincial licensing bodies, including an empirically based undergraduate thesis or its equivalent, as well as master's-level courses in Psychology specified by the program.
• Proficiency in English. Applicants whose primary language is not English must demonstrate that their knowledge of English is sufficient to pursue graduate studies in their chosen field. Please refer to the English language proficiency page for further information on requirements and exemptions .

Application process

Application deadlines.

Priority will be given to complete applications submitted by the deadline. In some cases, programs may continue to accept applications as long as there is space available.

International students: Considering the waiting period involved in meeting the entry requirements to Canada and Quebec , we strongly encourage international applicants to apply early and submit supporting documents prior to the deadline.

Tuition & funding

Tuition and fees.

Tuition and fees of the program may depend on your student status, among other key factors. Estimate these costs based on the most common situations.

Awards and funding

Funding packages are generally available for students in thesis-based programs. They come in the form of awards, teaching and research assistantships are offered at the time of admission to most students to allow them to focus on their research and studies. Research and thesis-based students are automatically considered for all entrance graduate awards when they apply to Concordia, provided they meet eligibility criteria. No separate application is required.

The Quebec and Canadian governments offer a number of competitive graduate scholarships. We encourage you to apply for these awards at the same time you are preparing your application.

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Welcome to the Department of Psychology

Our faculty are internationally renowned and our graduate and undergraduate programs are consistently ranked among the top departments in Canada. Our department conducts high-impact research in each of the six major subdivisions of psychology listed below.

Dr. Ramona Bobocel SIOP Fellowship Election

Congratulations to Dr. Ramona Bobocel for her recent SIOP Fellowship election. This prestigious honor is in recognition of outstanding accomplishments in the profession of I/O Psychology and is awarded to only a few members who have made significant contributions to the field.  

Welcome Dr. Sara Hart, Canada Excellence Research Chair in Developmental Science!

The Faculty of Arts is very proud to share that  Dr. Sara A. Hart  will hold the Canada Excellence Research Chair (CERC) in Developmental Science, based in the Department of Psychology.  Announced today  by the Government of Canada’s Ministry of Innovation, Science and Industry, Hart is one of two new CERCs at Waterloo and among 34 new holders of the chair across Canada. She joins Waterloo as a full professor in spring 2024.

Waterloo Psychology co-op student, Sonya Romantsov is the first recipient of Powering Change

A Waterloo Psychology co-op student, Romantsov (she/her) is the first recipient of Powering Change which is funded by  Global Skills Opportunity  (GSO).

Powering Change was founded in November 2021 and provides $10,000 in funding for in-person international work-integrated learning experiences.

Xinyi Lu’s PhD Oral Defence

Xinyi Lu’s thesis is entitled: “Relatedness in memory and metamemory: Benefits, costs, and beliefs”

This defence is being held remotely and is only open to the committee members, candidate, and the candidate's invited guests.

• Thesis defence

Candice Hubley’s PhD Oral Defence

Candice Hubley’s thesis is entitled: “Struggling to Let Go: The Role of Prior Investment in Goal Disengagement.”

All are welcome to attend.

Study Destination

PhD in Psycholo...

PhD in Psychology in Canada: A Comprehensive Guide to Study PhD in Psychology in Canada for International Students

Today’s world realizes the importance of mental health which is why psychology is a pivotal profession with increasing demand. Apart from being in demand, psychology as a profession is also one of the highest paying fields in Canada with average salary packages of 200,000 CAD per year . It is a vocational course that emphasizes the understanding of thoughts, emotions and behavior. If you have already climbed the ladder and earned a postgraduate degree in Psychology, a PhD in Psychology is all you need to become a practicing psychologist or psychiatrist in Canada.

There are a number of specializations in the field of psychology with some of the most popular ones being PhD in clinical psychology in Canada for international students, educational psychology, child psychology, social psychology, counseling psychology, experimental psychology, etc. to choose from. If you wish to pursue a PhD in Psychology in Canada, read this guide to learn about the various specializations, top universities, admission process and requirements, fees and funding, employment prospects, etc.

Why Study PhD in Psychology in Canada?

You must be wondering what makes Canada a lucrative option for studying PhD in Psychology. Here is the answer to your question

• Home to coveted institutions: Canada is home to some of the oldest and prominent institutions ranked among the top globally which promises world-class education to students. 18 Universities in Canada rank for Psychology as per QS subject ranking 2021.
• Affordable fees: Compared to other study abroad destinations like the US or UK, the cost of PhD in Psychology in Canada for international students is quite affordable. Not only this, you will also be able to save yourself from cutting a hole in your pocket by applying for funding available for international doctoral applicants.
• Good future opportunities: For Psychologists, over the period 2019-2028, new job opportunities in Canada (arising from expansion demand and replacement demand) are expected to total 15,700 , while 13,700 new job seekers (arising from school leavers, immigration and mobility) are expected to be available to fill them.
• World-class facilities: The health infrastructure of Canada is supported by high-tech facilities. By pursuing a PhD in Psychology in Canada you will not only be practicing with experts in the field but also get the benefits of world-class infrastructure.

Suggested: Masters in Psychology in Canada

Eligibility Criteria and Admission Requirements for PhD in Psychology in Canada

The admission requirements in Canada may vary from one university to another. The general eligibility criteria for PhD in Psychology in Canada that must be fulfilled to get into any university across Canada are discussed below:

Master’s Degree

To apply for PhD Psychology in Canada, you must have a thesis-based MA or MSc in Psychology degree. You will need a minimum GPA of 3.0 or above to be eligible for admission or minimum overall average in the B+ range. Remember that the minimum requirement does not guarantee admission.

Proof of English Language Proficiency

All international students are required to fulfill this requirement to get into Psychology PhD programs in Canada. You are expected to have a minimum IELTS score of 6.5 with no band less than 6.0 or overall TOEFL score of 90.

Test Scores

Some universities require GRE scores depending on the area of research and according to the recommendation of the research supervisor.

Visa Requirements

International students will have to apply for a Canadian student visa to be eligible to study in Canada. You will be able to apply for a study permit only after receiving the offer letter for admission. It is advisable to apply as early as possible to ensure sufficient time for processing the visa.

Documents Required

Keep the following documents handy while applying for admission to PhD in Psychology in Canada for international students:

• Transcripts from previously attended university.
• Master’s degree certificate
• English language proficiency test scores
• GMAT / GRE scores
• Letters of reference
• Statement of Research Interest
• Preference of supervisor
• Personal statement of purpose  
• Writing sample
• Criminal record check
• Copy of passport
• Financial statement

Suggested: Universities in Canada for PhD

Admission Process for PhD in Psychology in Canada

Majority of institutions in Canada offer PhD in Psychology only for the fall intake. The general application deadline for Fall is December 1. The PhD programs have limited seats which is why admissions are quite competitive. Try being an early applicant to be a step ahead of others in the admission process. It is important to be aware of the steps in the admission process for PhD in Psychology in Canada for international students:

• Check_the_available_intake_and_application_deadline_for PhD in Canada .
• Review_the_eligibility_criteria_and_admission_requirements_before_filling_the_online_application
• Complete_the_online_application_and_submit_the_non_refundable_application_fee
• Gather_the_documents_required_to_complete_the_application
• Apply_to_the_doctoral_program_with_your_research_project_and_look_for_a_suitable_supervisor_and_discuss_with_them_your_project
• After_submitting_your_application_track_the_progress_and_wait_for_the_admission_decision
• Once_you_receive_the_admission_decision_pay_the_enrollment_deposit_and_confirm_your_acceptance
• Obtain_the_letter_of_admission_and_proceed_with_the_application_process_for_Canadian_study_permit

Suggested: Intakes and Deadlines to study in Canada in 2022!

Top 6 Universities in Canada for PhD in Psychology

Take a look at the top universities for PhD in Psychology in Canada along with important details such as top courses, fees, rankings and more:

University of British Columbia

University of British Columbia is home to one of the top ranked Department of Psychology, praised for its research not only in Canada but worldwide. The department is run by 58 faculty members supporting 120+ full-time graduate students and postdoctoral fellows in research related to various disciplines with psychology. The key areas of research include clinical, cognitive science, developmental, health, behavioral neuroscience, quantitative methods and social psychology.

Simon Fraser University

The graduate programs in Psychology at Simon Fraser University are directed towards a PhD. The PhD program is based on the scientist-practitioner training model and accredited by the Canadian Psychological Association (CPA) and the American Psychological Association (APA).

• McGill University

The Graduate Department of Psychology at McGill University is one of the oldest and most well-known in North America. The university itself enjoys a great reputation as it ranks in the top 30 worldwide in QS Rankings 2022. It offers PhD in various specializations including Psychology, Clinical Psychology, Experimental Psychology, Counseling Psychology, Applied Child Psychology and Educational Psychology.

• University of Victoria

University of Victoria also provides a Canadian Psychological Association (CPA) accredited program which is based on the scientist-practitioner model. With completion of a PhD in Psychology from University of Victoria, international students will automatically qualify for licensed practice across Canada and the US. The program will prepare you for working in both academic and clinical settings be it with families, communities or organizations.

• University of Guelph

The College of Social and Applied Human Sciences at the University of Guelph offers PhD in Psychology. Depending on your area of interest you can choose from one of the four specializations that include Clinical Child and Adolescent Psychology, Applied Social Psychology, Industrial-Organizational Psychology and Neuroscience and Applied Cognitive Science.

• University of Toronto

University of Toronto is the highest ranked institution in Canada. The program emphasizes experimental psychology with behavioral neuroscience, cognitive neuroscience, developmental and personality as areas of specialization.

Affordability is a major factor for pursuing Psychology PhD in Canada after eligibility. As we have already discussed the tuition fee for various universities let us now take a look at the overall cost of studying PhD Psychology in Canada:

Cost of Studying PhD in Psychology in Canada

The cost of studying Psychology PhD programs in Canada includes the tuition fees and the cost of living. The tuition fees PhD in Psychology in Canada for international students is between 7,000 CAD and 17,000 CAD . 

• The cost for Indian students is around 412,000-10,02,000 INR. Another component of the cost of education in Canada is the cost of living. 
• The average yearly cost of living in Canada for international students is around 10,000-12,000 CAD i.e. 5,87,000 - 7,05,000 INR. The cost of on-campus accommodation is around 3,000 CAD - 7,500 CAD while private accommodation is costlier and the rent is around 8,000 CAD - 9,000 CAD. 
• Other cost of living expenses include food, utility bills, transportation, entertainment, health insurance, etc.

Scholarships for PhD in Psychology in Canada

The expenses of studying for a PhD in Psychology in Canada may be overburdening for students. But the good news is that there is a lot of scholarships for international students in Canada to fulfill their endeavors. You will also have access to a variety of merit and need-based funding opportunities from the university you apply to. Some scholarships that you must consider for studying PhD in Psychology in Canada are:

Career Opportunities in Canada After PhD in Psychology

The salary of an individual is predicted to increase by 23% after completing a PhD . After getting a PhD in Psychology, you are most likely to practice in your area of specialization or take teaching roles. On an average, a psychologist in Canada earns around 200,000 CAD per year with salaries starting from 104,000 CAD and going up to 305,000 CAD. Take a look at the table below to understand the average salaries for various jobs after Canada PhD Psychology:

Suggested: Part time jobs for international students in Canada!

PhD in Clinical Psychology in Canada for international students has recently gained a lot of popularity as it is one of the highest paying specializations with a lot of scope within the field of Psychology. With a PhD from Canada you will be academically prepared for facing practical situations and excel in your job no matter which corner of the world you are in. Therefore, it is a justified choice to study for a PhD in Psychology in Canada. PhD in Psychology is not a completely theory based discipline but involves a lot of thinking and assessment to be well-known in your job.

Frequently Asked Questions About PhD in Psychology in Canada

How much does it cost to pursue PhD in Clinical Psychology in Canada?

The cost of PhD in Clinical Psychology in Canada is around 9,000-17,000 CAD.

Do I have to register to practice Psychology in Canada?

Yes, a registration is required to practice Psychology in Canada. If your program is already accredited by the Canadian Psychological Association you will not have to undertake the registration process personally. Otherwise, you will have to get in touch with the respective regulatory body.

What is the duration for a PhD in Psychology in Canada?

The duration of PhD in Psychology in Canada is 3-5 years or maximum 6 years.

What are the top universities for PhD in Psychology in Canada?

Some of the top universities for PhD in Psychology in Canada are University of Toronto, University of British Columbia, University of Montreal, McGill University, University of Victoria, University of Guelph among others.

Is a PhD in Psychology from Canada valid in India?

Yes, degrees from Canadian institutions are recognized worldwide. Therefore, your PhD in Psychology from Canada will not only be valid in India but also highly valued.

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Department of Psychology

Psychology is the scientific study of mind and behaviour viewed from social, developmental, clinical and biological perspectives.

York’s Psychology program was ranked among the Top 150 Psychology programs in the world and 4th in Canada by QS World University Rankings by Subject 2024 . York's undergraduate programs (BA and BSc) offer the largest and most diverse selection of courses of any university in Canada. We provide learning opportunities and research experiences in  all areas of Psychology including developmental and social psychology, clinical and counselling psychology, behavioural and cognitive neuroscience, history of psychology, statistics and quantitative methods, writing in psychology and critical thinking. We offer concentrations in all of these areas and we offer certificates in Counselling and Mental Health and in Quantitative Methods. Our professors research a wide variety of topics ranging from personality, memory, learning, intelligence, motivation, psychological disorders, biological basis of behaviour, bullying, perception, empathy, cognition, culture, child development, quantitative methods, and much, much more.

We offer classroom instruction during the day and also have online and evening classes available, which many of our students find to be a great option for busy daily schedules. There are on-line and blended course opportunities as well as experiential learning in so many different off-campus settings, from local schools, to community clinics and even the local zoo.

Dr. Jennifer A. Connolly Psychology Department Chair.

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Read more on York University Psychology department Certificates and Concentrations .

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" I chose SFU because of my supervisor, Dr. Shannon Zaitsoff, and because of the unique clinical training opportunities offered as a part of the clinical psychology program. The program's diverse focus on treatment modalities and varied research programs attracted me to the university."

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Clinical Psychology doctoral student in the Faculty of Arts and Social Sciences

Tell us a little about yourself, including what inspires you to learn and continue in your chosen field.

I always knew mental health advocacy and clinical psychology research were passions of mine! However, it became clear that research on eating disorders was of the utmost importance to me when I was in my undergraduate Introduction to Psychopathology course at McGill University. In the course, I distinctly remember coming across a small section in my course textbook on eating disorders. The section was less than 1/6 of a page - less than half the size of other sections on mental illnesses - and stated that eating disorders are one of the most prevalent and life threatening disorders. I remember wondering: why then do they only get 1/6th of a page of this textbook? Eating disorders continue to rise in prevalence, and yet, little research and funding is dedicated to understanding how and why they manifest. This fact, paired with eating disorders high mortality rates, continue to motivate me.

Why did you choose to come to SFU?

I chose SFU because of my supervisor, Dr. Shannon Zaitsoff, and because of the unique clinical training opportunities offered as a part of the clinical psychology program. The program's diverse focus on treatment modalities and varied research programs attracted me to the university.

How would you describe your research or your program to a family member?

My research broadly focuses on better understanding how eating disorders present across the gender spectrum, with the goal of improving existing prevention and intervention efforts.

What three (3) keywords would you use to describe your research?

Gender diversity, eating disorders, intervention

How have your courses, RA-ships, TA-ships, or non-academic school experiences contributed to your academic and/or professional development?

My coursework, research, and teaching experiences have helped me become a better clinician and researcher overall. The opportunity to connect with students and research participants better informs the kinds of questions I ask in my research. My coursework has provided me with a foundation in clinical skills that has been expanded upon in my research experiences. Ultimately, these skills have also informed how I interact with my students and have helped me become an attentive, informed, and motivated teacher and student.

Have you been the recipient of any major or donor-funded awards? If so, please tell us which ones and a little about how the awards have impacted your studies and/or research

I have been the recipient of several donor funded awards, all of which have supported me in becoming a better researcher and clinician! Most notably, I have been the recipient of the Judith Mappin Award for Research in Women's Health, the Soroptimist Foundation of Canada Award, the Joseph-Armand Bombardier Canada Graduate Master’s Scholarship, and the Kruger Products Bicultural Entrance Award. Each of these awards have provided me with funding to pursue and delve deeper into my research program. Most recently, I was awarded the Vanier Canada Graduate Scholarship by the Canadian Institute of Health Research which will fund my doctoral studies.

What have been the most valuable lessons you've learned along your graduate student journey (or in becoming a graduate student)?

The most valuable lesson I have learned is that everything will get done and failure is a very normal part of the process! Graduate school is very busy and there is a never-ending to do list. If you let it, the work will consume you. Instead, you have to take charge and set boundaries. In my experience, this means I have a "hard out" for my working hours and days. I remember being very overwhelmed with responsibilities in my first term of graduate school and a friend saying to me: "How do you eat a whale? One bite at a time." That is graduate school in a nut shell.

What are some tips for balancing your academic and personal life?

Some tips I would share are to have a strong sense of hierarchy of your priorities. I don't have time for all of the things I would like to do, but I never miss seeing my friends. My non-negotiables are my social life!

Contact Chloe: [email protected]

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Welcome to the Graduate Program in Psychology

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

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

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Psychology at a Glance

$13 million+.

Currently held in external research funding

Faculty members of the Graduate Program in Psychology

Areas of specialization

Featured Faculty

Tali Boritz

Research Interests

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

Thanujeni (Jeni) Pathman

Cognitive development and developmental cognitive neuroscience

Joey T. Cheng

Psychological underpinnings of social hierarchy, overconfidence, and competition.

Joseph DeSouza

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

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

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

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Welcome Message from the Dean / Message d'accueil du doyen

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Dear members of the Faculty of Education Community,

I am so proud and excited to begin my term as your Dean (as of June 1, 2024). In this first message, I wanted to share with you my vision for our Faculty and tell you a bit about my background.

Born in India, I grew up in Venezuela, the USA, and Singapore before immigrating to Canada in 2000. I am a former mathematics and language arts educator with an undergraduate degree in Computer Science, a teaching license for secondary schools, and graduate degrees in Educational Technology. I am joining you after spending more than two decades at Concordia University, where I recently held a Professorship of Inclusive Practices in Visual Arts, served as Chair of the Department of Art Education (Faculty of Fine Arts), and was the Co-Director of the Centre for the Study of Learning and Performance. Since 2017, I have also held the UNESCO Co-Chair in the Prevention of Radicalization and Violent Extremism. My research, filmmaking, and musical practices have been devoted to creating public pedagogical and artistic spaces for pluralistic dialogues about sensitive contemporary issues.

As Dean, I plan to uphold values that embody respect for diversity in viewpoints, a commitment to informed decision-making, as well as an empowerment-oriented approach in learning from and working with colleagues and students. I believe that transparency, pluralism, and collaboration are key components to creating positive working and learning environments for all.

In the past few years, we have been challenged to think and function differently when faced with the crises of navigating a global pandemic, combatting climate change, uncovering social injustices, and rising divisiveness resulting from world events. As leaders in Education, we must address emerging societal issues by creating dialogic solution-oriented frameworks that foster mutual respect and safeguard pluralism. Our collective responsibility is to inspire students and our public to become lifelong learners equipped with the critical thinking skills and creativity necessary to help repair the world.

As I begin my role as your Dean, I anticipate making meaningful connections across our departments, offices, and teams. I very much look forward to getting to know you all and to being able to represent our wide-ranging interests to the larger McGill community and beyond. I hope to provide support and guidance to further elevate the incredible and impactful work being done and to showcase the Faculty’s collective successes on a global stage. In addition to my leadership within the Faculty, I take pride in building bridges to new partners in communities, including practitioners, policy-makers, philanthropists, and diverse stakeholders who are passionate about Education’s role in advancing human development for the 21 st century.

Please do not hesitate to reach out to me vivek.venkatesh [at] mcgill.ca (by email) and let’s be in touch as we embark together on the 2024-2025 academic year.

With my best regards,

Vivek Venkatesh

Chers membres de la communauté de la Faculté des sciences de l'éducation,

C'est avec beaucoup de fierté et d'enthousiasme que je débuterai mon mandat de doyen (le 1er juin 2024). Dans ce premier message, je souhaite partager avec vous ma vision de notre Faculté et vous parler un peu de mon parcours.

Né en Inde, j'ai grandi au Venezuela, aux États-Unis et à Singapour, avant d'immigrer au Canada en 2000. Je suis un ancien enseignant en mathématiques et en arts du langage avec un diplôme de premier cycle en informatique, un brevet d'enseignement pour les écoles secondaires et un diplôme d'études supérieures en technologie de l'éducation. Je me joins à vous après avoir passé plus de deux décennies à l'Université Concordia, où j'ai récemment occupé un poste de professeur de pratiques inclusives en arts visuels, été directeur du Département d'éducation artistique (Faculté des beaux-arts) et codirecteur du Centre d'étude de l'apprentissage et de la performance. Depuis 2017, je suis également titulaire de la coprésidence de l'UNESCO pour la prévention de la radicalisation et de l'extrémisme violent. Mes travaux de recherche, mes réalisations cinématographiques et mes pratiques musicales ont été consacrées à la création d’espaces pédagogiques et artistiques publics propices à des dialogues pluralistes portant sur des questions contemporaines sensibles.

En tant que doyen, je compte défendre des valeurs qui définissent pleinement le respect de la diversité des points de vue, l'engagement à prendre des décisions informées, ainsi qu'une approche axée sur l'autonomisation dans l'apprentissage et le travail avec les collègues et les étudiants. Je crois que la transparence, le pluralisme et la collaboration sont des éléments essentiels pour créer des environnements de travail et d'apprentissage positifs pour tous.

Au cours des dernières années, nous avons été mis au défi de penser et de fonctionner différemment face aux crises liées à la gestion d’une pandémie mondiale, à la lutte contre les changements climatiques, à la découverte des injustices sociales et aux divisions croissantes résultant des événements mondiaux. En tant que dirigeants du secteur de l’éducation, nous devons aborder les problèmes sociaux émergents en créant des cadres de dialogue axés sur les solutions qui favorisent le respect mutuel et protègent le pluralisme. Notre responsabilité collective est d’inspirer les étudiants et notre public à devenir des apprenants permanents, dotés des capacités de pensée critique et de créativité nécessaires pour contribuer à guérir le monde.

Alors que je débute mon rôle de doyen, je prévois établir des liens significatifs entre nos départements, bureaux et équipes. J'ai très hâte de faire votre connaissance et de représenter nos vastes intérêts auprès de la communauté élargie de McGill et au-delà. J'espère vous fournir un soutien et des conseils pour rehausser davantage le niveau de l'incroyable travail accompli et de mettre en valeur les réussites collectives de la Faculté sur la scène internationale. Outre mon leadership au sein de la Faculté, je suis fier de bâtir des ponts vers de nouveaux partenaires au sein des communautés, notamment des praticiens, des décideurs, des philanthropes et divers intervenants passionnés par le rôle de l'éducation dans la promotion du développement humain au 21 e siècle.

N'hésitez pas à me contacter vivek.venkatesh [at] mcgill.ca (par courriel) et restons engagés ensemble dans la réussite de l'année universitaire 2024-2025!

Veuillez agréez mes meilleures salutations,

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