Mission
The School and Applied Child Psychology Program is committed to the development of professional psychologists whose research, training, and practice promotes the educational and psychological well-being of children and youth, families, and communities in a diverse society. The Program follows a scientist-practitioner model through a critical lens, with emphasis on the integration of research, theory, clinical skills, and training that encompasses academic, cognitive, social, and behavioural domains. Students receive training in the integration of assessment, consultation, prevention, and intervention and in relevant professional, legal, social, and ethical issues in a variety of contexts. Science and professional practice are viewed as interactive and complementary, with research integrated across core psychological and educational foundations as well as clinical training experiences at all levels of the program. Students at all levels are expected to develop both research and clinical skills, and establish professional competencies that reflect the integration of ethically-driven theory, research, and practice. There is a strong commitment to clinical/applied and research experiences throughout all levels of the Program.
The Program is designed to prepare psychologists who serve as researchers and leaders in school and applied child psychology both nationally and internationally, practitioners and supervisors in the field, and faculty at universities. School and applied child psychologists are committed to the enhancement of psychological, educational, and physical well-being. One distinguishing feature of the UBC School and Applied Child Psychology program is its strong appreciation for equity, diversity, inclusivity, Indignity, human rights, and social justice with these factors considered in the communities served, the students and faculty recruited and admitted, and across practice settings. The Program focuses on individual, group, and systems level processes throughout the program. A strong emphasis is placed on working within and across systems and on systemic change in a society that is ever-changing in terms of its cultural, ethnic, social, political, and economic context.
Values, Principles, and Commitment
The Program is committed to the development of professional psychologists whose research, training, and practice promote the psychological and educational well-being of children and youth, families, and communities in a diverse society. Within a scientist-practitioner model, science and professional practice are viewed as interactive and complementary, with research integrated across core psychological and educational foundations as well as clinical training experiences at all levels of the program. There is a strong commitment to both clinical/applied and research experiences throughout all levels of the Program, striving to work in culturally responsive and socially just ways.
The Program is designed to prepare psychologists who serve as leaders in school and applied child psychology both nationally and internationally. We prepare students for multiple roles within the profession, such as practitioners, supervisors, researchers, and faculty at universities. School and applied child psychologists are committed to the enhancement of psychological, educational, and physical well-being. The Program focuses on individual, group, and systems level processes throughout the program. A strong emphasis is placed on working within and across systems and on systemic change in a society that is ever-changing in terms of its cultural, ethnic, social, political, and economic context. Given the academic, clinical, and research demands of the programs, the M.A., and Ph.D. programs require full-time study.
The M.A. program is designed for students who want to continue directly to the Ph.D. program in School and Applied Child Psychology, practice as a psychologist at the doctoral level upon program completion with subsequent registration as a psychologist. The M.A. program is two years of full-time study (including summers). It requires completion of a research-based thesis but does not include an internship year. Students are not eligible for practice as a school psychologist upon completion of the M.A.
The Ph.D. program is accredited by the Canadian Psychological Association (CPA) and is designed to prepare doctoral-level psychologists. The Ph.D. program is four to five years of full-time study (including summers). This includes a minimum of three years of in-person resident study, comprehensive examination, and dissertation research. In addition, there is a required1600 hour pre-doctoral internship/residency (typically in year four or five depending on dissertation research) that is CPA-accredited or equivalent.
The program is committed to preparing students in the areas equity, diversity, inclusivity, Indigeneity, human rights, and social justice. These are considered not only in terms of the communities served and the students recruited and admitted, but also in terms of the varied theoretical and paradigmatic foci considered, the issues and elements of practice examined and taught, and the provision of skills and experiences in working with a broad range of clients, families, and settings. The focus of graduate training at UBC is on individual, group, and systems level processes with a strong emphasis on working within and across systems and systems level change as key elements of both the masters and doctoral programs in School and Applied Child Psychology at UBC. Further, the program builds on the strengths of the Educational and Counselling Psychology and Special Education Department, with established programs in Special Education; Counselling Psychology; Human Development, Learning, and Culture; Measurement, Measurement, Evaluation, and Research Methodology, as well as programs in the Faculty of Education that focus on English Language Learners, Indigenous Education, Early Childhood Education, and the interdisciplinary focus of UBC and the diverse communities that it serves.
Goals, Objectives, and Areas of Competence
The mission, values, principles, and commitments of the School and Applied Child Psychology Program are represented in two primary program goals and nine objectives examined as areas of competence outlined below.
Goal #1: To prepare psychologists with strong foundational knowledge in the theoretical and scientific bases of professional psychology and education needed to provide services to children, youth, and families within complex systems and organizations in a diverse society.
- Objective 1: Students will demonstrate knowledge in the breadth of scientific psychology, its history of thought and development, its research methods, and its application.
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Areas of Knowledge:
- Culture and organization of school and community settings
- Continuum of curriculum and instruction
- Systems and systems change
- Foundations of human development and learning
- Individual differences, exceptionalities, equity, diversity, inclusivity, Indigeneity, human rights, and social justice
- Research methodologies and techniques of data analysis
- Foundations of psychological and educational measurement
- History and scientific foundations of psychology
- Social bases of behaviour
- Cognitive and affective bases of behaviour
- Biological bases of behaviour
Goal #2: To prepare psychologists to generate, critically analyze, and implement psychological and educational theory, research, and methods of scientific inquiry to engage in effective practice that, in turn, informs theory and research.
- Objective 2.1: Students will demonstrate knowledge and competence in psychological and educational evaluation at the individual, group, and systems level.
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Areas of Competence:
- Cognitive abilities
- Academic learning and achievement
- Social, emotional, and behavioural functioning
- Learning environment and social ecology
- Objective 2.2: Students will demonstrate knowledge and competence in psychological and educational prevention and intervention.
- Direct service provision
- Indirect service provision
- Systems level service provision
- Objective 2.3: Students will demonstrate knowledge and competence in integrating psychological and educational services across systems.
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Areas of Competence:
- Individuals (Child/Student)
- Classrooms
- Schools
- Families
- Neighbourhoods/Communities
- Objective 2.4: Students will demonstrate knowledge and competence in research methodologies and approaches.
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Areas of Competence:
- Critically evaluate literature and research
- Apply research literature
- Design and conduct research
- Disseminate research findings & knowledge translation
- Objective 2.5: Students will demonstrate knowledge, sensitivity to, and competence in diversity and culturally responsive and socially just practice.
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Areas of Competence:
- Culturally responsive and socially just assessment
- Culturally responsive and socially just intervention
- Culturally responsive and socially just consultation
- Culturally responsive and socially just systems change
- Objective 2.6: Students will demonstrate knowledge and competence in professional communication and collaboration.
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Areas of Competence:
- Individual (Child/Student)
- Classrooms
- Schools
- Families
- Neighbourhoods
- Objective 2.7: Students will demonstrate knowledge and competence in the ethical and legal bases of professional practice.
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Areas of Competence:
- Professional ethics in practice
- Objective 2.8: Students will demonstrate knowledge and competence in psychological supervision.