Counselling Psychology
The master of arts (MA) degree signifies the acquisition of advanced knowledge in the student’s field of specialization and competence in conducting significant and original research in education. Graduate programs leading to this degree culminate with a master’s thesis (EDUC 898).
This program is for students interested in careers as counsellors in schools, colleges, and community agencies. Students pursue a general program with specialized course and field work opportunities.
The program requires the completion of a minimum of 39 units of required and elective graduate courses and EDUC 898-10.
丁香园AV Requirements
See 1.3 for University admission requirements. In exceptional circumstances, applicants who do not meet these requirements may be considered if superior scholarly or professional achievement is demonstrated.
Graduate education admission is granted to a specific degree and to a particular program or specialization. Updated application information is available November 15 at . All applications are reviewed once a year. Completed applications must be received by January 15.
Program Requirements
Students complete a minimum of 39 units of core courses, including all of
An initial clinical course where students develop their basic and beginning counselling skills and increase their conceptual understanding of theoretical perspectives of counselling through practice, including counselling processes and case conceptualizations. Graded on a satisfactory/unsatisfactory basis. Prerequisite: EDUC 870, 874. Students must successfully complete a Criminal Record Check.
An advanced clinical courses where students further develop their counselling skills and increase their conceptual understanding of theoretical perspectives of counselling through practice, including counselling processes and case conceptualizations. Graded on a satisfactory/unsatisfactory basis. Prerequisite: EDUC 799. Students must successfully complete a Criminal Record Check.
Supervised clinical experience for students enrolled in the MEd or MA Counselling Psychology Program. Graded on a satisfactory/unsatisfactory basis. Prerequisite: EDUC 800. Students must successfully complete a Criminal Record Check.
Advanced supervised clinical experience for students enrolled in the MEd or MA Counselling Psychology Program. Graded on a satisfactory/unsatisfactory basis. Prerequisite: EDUC 801. Students must successfully complete a Criminal Record Check.
Assessment procedures used in educational and community counselling settings, including intake assessment, case conceptualization, observational procedures, diagnostic categories, ethics, bias and multicultural and diversity issues. Prerequisite: Acceptance to the MA/MEd counselling psychology program or permission of instructor. Students must successfully complete a Criminal Record Check.
Students examine analytic, phenomenological, existential, behavioral and cognitive approaches to counselling, and the philosophical and personality theories upon which they are based. Prerequisite: Acceptance to the MA/MEd counselling psychology program or permission of instructor. Students must successfully complete a Criminal Record Check.
Issues related to foundational ethical principles and systems, professional and legal standards for counselling psychology, review of ethics codes, ethical decision-making, and other topics including professional boundaries, competence, service across cultures, social justice, consulting and private practice, and ethical guidelines around evaluation, assessment, supervision, and research.
Counselling skills and strategies are analysed, practiced, and critically examined. Counsellor decision-making, counselling effectiveness, and professionalism in counselling are also considered. Prerequisite: EDUC 870.
and one methodology research course selected from the list below, in consultation with the senior supervisor
Focus on critical analysis of quantitative research in education. Research studies examined will be based on exploratory and confirmatory data analysis, including group comparisons and correlations. Students will use calculators and computers for data analysis and display. Prerequisite: EDUC 810 or 864.
Designing and interpreting research about education. Introduction to survey techniques, correlational designs, classic experimental and evaluation designs for investigating causal relations, case study methods, interpretive approaches to research. Students with credit for EDUC 814 may not take this course for further credit. Equivalent Courses: EDUC814.
| Section | Instructor | Day/Time | Location |
|---|---|---|---|
|
Daniel Laitsch |
TBD | ||
|
Rebecca Cox |
TBD | ||
|
Shawn Bullock |
TBD |
Students will study in depth various qualitative methodological approaches to educational research, will develop competence to contribute significantly to knowledge in their particular field of study, and will engage in intensive practice of various methodological approaches to qualitative research introduced in EDUC 866. Prerequisite: EDUC 866.
Methods for analyzing multivariate data in educational research, meta-analytic methods, and applications and frailties of advanced quantitative analysis. Illustrations from educational research are used throughout. Prerequisite: EDUC 863 and 864 or permission of instructor. Students with credit for EDUC 865 may not take this course for further credit.
and one elective course selected from the list below, in consultation with the senior supervisor
Consideration of systems for analysing teacher interaction and their use in analysing the student's own classroom teaching. The course will also deal with models of instruction designed to achieve various categories of educational objectives.
Processes used in program evaluation; including test and other measurement devices; and political, social and philosophical issues relating to the evaluation of educational programs.
Selective issues important and current in the learning disabilities field are examined in depth. The objective is to enable students to master a significant body of knowledge in the learning disabilities field, and to identify areas of interest for their eventual thesis research. Prerequisite: EDUC 422.
| Section | Instructor | Day/Time | Location |
|---|---|---|---|
|
Seanna Takacs |
May 11 鈥� Aug 10, 2015: Thu, 4:30鈥�7:20 p.m.
|
Burnaby |
An in-depth study of the ethical foundations of education. Areas in education where ethical questions arise are identified and elucidated. Classical and modern moral positions are examined for their adequacy as theories of moral justification. The topics include the value of education, freedom and equality, and moral and values education.
| Section | Instructor | Day/Time | Location |
|---|---|---|---|
|
Ann Chinnery |
TBD | ||
|
Larry Johnson |
TBD |
An advanced survey of core topics in educational psychology. Prerequisite: An undergraduate course in educational psychology or a cognate field of psychology.
Focus on critical analysis of quantitative research in education. Research studies examined will be based on exploratory and confirmatory data analysis, including group comparisons and correlations. Students will use calculators and computers for data analysis and display. Prerequisite: EDUC 810 or 864.
Students will study in depth various qualitative methodological approaches to educational research, will develop competence to contribute significantly to knowledge in their particular field of study, and will engage in intensive practice of various methodological approaches to qualitative research introduced in EDUC 866. Prerequisite: EDUC 866.
Students discuss models of family dynamics and instructional interventions applicable by school personnel in family counselling interactions. Concepts and techniques will be explicated through discussion and simulation. Prerequisite: EDUC 870.
| Section | Instructor | Day/Time | Location |
|---|---|---|---|
|
Danielle Kavin |
May 11 鈥� Aug 10, 2015: Tue, 4:30鈥�8:20 p.m.
|
Surrey |
An examination of contemporary approaches to career counselling.
Examines issues in research designed to enhance learners' cognitive processes. This research is subsumed under the broad term 'cognitive interventions,' which in turn, refers to research purported to increase learners' success in learning. The issues examined include the historical context, problems and prospects of cognitive interventions.
A survey of major 20th century systems and paradigms that underlie research and theories in instructional psychology; addresses learning, cognition, motivation, methods of inquiry, and other cornerstones of the field.
Methods for analyzing multivariate data in educational research, meta-analytic methods, and applications and frailties of advanced quantitative analysis. Illustrations from educational research are used throughout. Prerequisite: EDUC 863 and 864 or permission of instructor. Students with credit for EDUC 865 may not take this course for further credit.
Thesis
Normally, before the fifth course, a master’s thesis research plan is presented to the tenured or tenure track member of the faculty whom the student proposes to be senior supervisor. The senior supervisor and at least one other faculty member chosen in consultation with the senior supervisor constitutes the supervisory committee and the student proceeds to the thesis by completing
The master’s thesis is examined as prescribed in graduate general regulations and .
Academic Requirements within the Graduate General Regulations
All graduate students must satisfy the academic requirements that are specified in the (residence, course work, academic progress, supervision, research competence requirement, completion time, and degree completion), as well as the specific requirements for the program in which they are enrolled, as shown above.