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Master of Education in School & Applied Child Psychology

Submitted by msoos on Fri, 01/28/2011 - 1:59pm
The Master of Education (MEd) in School and Applied Child Psychology blended program is designed for individuals who are intending to work as school psychologists or are interested in applied psychology in school or community settings.
Starting July 2017, program changes come into effect. The program will consist of 17 half-courses with core content in the topic areas of psychological foundations, assessment, intervention, consultation, school psychology practice and development, and statistics/research methods. Core content areas are complemented by field experience in school and/or community settings (1200-hour internship). For information on the on-campus requirements, review the information under "field experience practicum."
Weekly classes are offered in the evenings (5:30-8:30 pm MST) to accommodate individuals who work during the day. The program is designed to be completed in three years, although students may also select to complete the program over a longer period of time (up to 6 years). For information about on-campus requirements, please see the program requirements section below.

School & Applied Child Psychology Vision, Mission, Program Goals, Strategic Plan

Note: Certification and licensing requirements for school psychologists vary by state and province, but require at minimum completion of a Master's degree program. Applicants are advised to check requirements in their area.  Residents of Ontario may have difficulty registering in the province

Academic Program Coordinator Program start date: Additional Information:
Summer (July 1)

Application start date:
September 1
Application deadline:
December 1

As a course-based program, student learning is more focused on clinical practice. Adhering to a practitioner-scholar model, the students are seen as consumers of research and highly trained in applying knowledge and techniques in a clinical setting. Unlike their MSc and PhD counterparts, they do not complete a thesis or defend their research. However, similar to the on-campus programs, students receive courses in applied psychology and research as well as supervision during clinical experience.
Dr. Erica Makarenko
Instructor, Academic Coordinator of MC & MEd programs in Educational Psychology
embacken@ucalgary.ca
For administrative questions contact the Graduate Program Administrator (GPA):
Stacy Gooliaff:
med.sacp@ucalgary.ca or 403.220.2680.

For information regarding on-campus accommodation for Summer 2017 please click here.


What can I do with a M.Ed. School Psychology degree?

Most school psychologists work within an education or private practice setting with children and adolescents although some work with younger and older populations. For more information about what school psychologists do, see the NASP description at: http://www.nasponline.org/

School Psychologists:

    • Help youth succeed academically, socially and emotionally
    • Bridge psychology and education
    • Conduct assessments of cognitive (intelligence), academic, behaviour, and social-emotional skills
    • Contribute to program planning
    • Engage in consultation with parents, educators, and mental health professionals

There are two Specializations within the Educational Psychology area in Graduate Programs in Education.  This program is one of several options as noted in the table below:

Specialization Professional (Blended/online)
Course-Based
Research (On-campus)
Thesis-Based
School & Applied Child Psychology Master of Education (MEd) Master of Science (MSc)
Doctor of Philosophy (PhD)
Counselling Psychology Master of Counselling (MC) Master of Science (MSc)
Doctor of Philosophy (PhD)

For more information about this program including delivery, admission requirements, and application process, please click on the gray bars below. 

Admission Requirements

The minimum admission requirements for the MEd in School and Applied Child Psychology program include:

  • A completed four-year baccalaureate degree in Education or Psychology or an equivalent degree from a recognized institution. Degrees and grades from foreign institutions are evaluated for their equivalency to those of the University of Calgary.
  • A minimum GPA of 3.00 (equivalent to a B or 70% in many universities) on the University of Calgary four-point system. This is based on the last two years of the undergraduate degree consisting of a minimum of 10 full-course equivalents. 
  • A minimum of 30 credit units in psychology or educational psychology required. Applicants must complete and submit the Required Courses Table which is available by clicking here.  List all psychology and educational psychology courses which you have taken (minimum 30 credit units required). In some instances, courses that are not designated as (educational) psychology courses may be considered if they have a strong psychology foundation. To have such courses considered by the selection committee for inclusion in your 30 credit unit count, attach a course outline for each non-psychology course you have included in the table.
    Please note that the selection committee is looking for a background in psychology that includes foundational courses (e.g., development, cognition, learning, neuropsychology, statistics). 
  • Proficiency in the English language is essential for the pursuit and successful completion of graduate programs at the University of Calgary.  In Graduate Programs in Education an official TOEFL score of at least 97 (Internet-based test), or a MELAB score of 82, or an IELTS score of 7.0 or higher is required. The test must have been taken within the last two years. Proficiency may also be met by successful completion of Level III of the International Foundations Program.
  • CV/personal resume documenting professional experience.
  • Two references - References are submitted directly through the online application system.  No hard copy documents are required.
  • Statement of Intent - A short statement of research or professional interests, which includes motivation and commitment to School Psychology and relevant experience with children and adolescents. (approx. 500 words)
  • Prior to admission, the most promising applications will be interviewed to evaluate their understanding of and motivation for entry into the field of school psychology and to further assess their oral language competencies. Interviews will be held during February and March. Interviews may be held on campus or via phone/online depending on the location and preference of the applicant.

Although a teacher certificate is not required for admission to this program, applicants without such certification should bear in mind that employment opportunities in some provinces may be limited for graduates without this qualification.

Admission to all graduate programs is highly competitive due to limited enrollment capacities. Meeting the minimum requirements does not guarantee admission.

All graduate programs are governed by the Faculty of Graduate Studies. In the case of any conflict, regulations of the Faculty of Graduate Studies Calendar take precedence over material on this website. Please consult the Faculty of Graduate Studies Calendar for University of Calgary graduate admission requirements.

Please refer to the How to Apply link for information about application deadlines and procedures.

Successful applicants will need to produce the results of a Criminal Record Check before they will be permitted to participate in practicum or internship experiences associated with the program.

At time the of acceptance, students that are living outside of Alberta and undertaking a practicum as part of their program must complete an Acknowledgement of Acceptance of Workers Compensation or NO Workers Compensation, dependent upon their Province, Territory or Country of Residence and where they will be undertaking their practica. More information about this policy can be found at: http://www.ucalgary.ca/riskmgmt/WCB-DistanceEd-StudentsOutsideAlberta.  Residents of Saskatchewan and Manitoba should review the WCB coverage carefully.

Offers of admission are valid only for the term to which applications are made.  Graduate Programs in Education will not grant deferrals of admission.  Students unable to take up an offer will be required to submit a new application.

How to Apply

Application opens:  September 1
Application deadline: December 1

Applicants must use the online application found at the the Faculty of Graduate Studies Apply Now page.  In the application system, please choose:

Program:  Educational Psychology - Master of Education

Supporting documents (Statement of Intent, Required Courses Table & CV) must be uploaded to the Student Centre through myUofC after the online application has been submitted.  Applicants will receive a confirmation email with instructions and information regarding this process upon completion and submission of the onine application.

Official transcripts must be submitted to the following address:

Graduate Programs in Education
Education Tower 114
2500 University Dr NW
Calgary, AB
T2N 1N4

Program Delivery

The Master of Education in School and Applied Child Psychology is a blended program. Courses are offered through a flexible e-learning mode of delivery. The purpose is to enhance accessibility, flexibility, and responsiveness of graduate level training. The program is designed to meet the needs of both local and distant learners.

In a blended program, the majority of the coursework will be completed online, however there are also several required on-campus residencies during the program that require students to work face-to-face with instructors and peers.

The program utilizes the latest technology:

  • live class meetings and seminars
  • interactive group projects
  • class forums and online resources
  • podcasts and interactive e-texts

Live class meetings will use Adobe Connect, a web-based audio-conferencing system that allows direct real-time communication online between all of the members of the class. It is used to create a virtual classroom in which the course instructor and participants can communicate and do presentations. This web-based audio-conferencing package enables real-time discussions with students using PowerPoint slides, text chat, video presentations, web sites, interactive whiteboard, and shared applications.

Throughout the term, participants will meet in the Desire2Learn course site which provides course and program information, discussion forums, resources, links to relevant websites, recommended readings and study materials. Desire2Learn is the place where all assignment information and projects are submitted, presented and reviewed.

For more information about online delivery, visit www.elearn.ucalgary.ca. It provides online tutorials and manuals on Desire2Learn and Adobe Connect. You will also find important information about assistance that you can access online and other relevant information and resources for learning online. 

Program Requirements

This Master of Education program consists of 17 half- courses with core content in the topic areas of psychological foundations, assessment, intervention, consultation, school psychology practice and development, and statistics/research methods.  Core content areas are complemented by field experience in school and/or community settings (1200-hour internship).

Police Information Check

Please see Practicum and Internship section below

Course content for the MEd in School and Applied Child Psychology program follows the accreditation guidelines created by the National Association of School Psychologists for training.

For courses offered by term, please refer to the Course Schedules tab, and choose MEd School & Applied Child Psychology from the left navigation or view the program schedule & course descriptions tab below..

Required Courses

I. Psychological Foundations

  • EDPS 653 Professional Practice of School Psychology (includes 2 week on-campus residency)
  • EDPS 687 Developmental Psychopathology
  • EDPS 688 Cognitive & Affective Bases of Behaviour (elective)*
  • EDPS 654 Neurobiological and Developmental Bases of Learning and Behaviour
  • EDPS 650 Family and Social Bases of Behaviour (elective)*
  • EDPS 681 Theory and Skills of Counselling
  • EDPS 614 Ethics in Professional Psychology

    *Students have the option of completing one or both electives depending on their needs for licensure.

II. Assessment, Intervention and Consultation

  • EDPS 652 Academic and Language Assessment
  • EDPS 689 Cognitive Assessment
  • EDPS 696 Social, Emotional, and Behavioural Assessment and Intervention
  • EDPS 690 School-based Intervention and Consultation

III. Research and Program Evaluation

  • EDPS 612.01 Psychological Measurement & Statistics
  • EDPS 612.04 Fundamentals of Measurement

IV.  Field Experience Practicum

  • EDPS 697 Practicum in Academic and Cognitive Assessment
  • EDPS 676 Practicum in Social, Emotional, and Behavioural Assessment 

VI. Capstone Course: EDPS 684 Advanced Seminar in the Domains of School Psychology Leadership and Function in the Schools

VII. Internship (1200 hours) EDPS 698 Pre-Masters Internship in School and Applied Child Psychology

Practicum and Internship

Police Information Check

All applicants to the Werklund School of Education, Counselling Psychology and School and Applied Child Psychology programs are required to provide a current Police Information Check which includes a Criminal Record Check and a Vulnerable Sector Search. Students who are not residents of Calgary must arrange for a Police Information Check through their nearest police service or RCMP detachment in the area where they reside. In order to be considered "current", the Police Information Check must be completed no earlier than April 30th and students will be required to request a new Police Information Check every 12 months. The original Police Information Check must be presented in person to the administration in the Graduate Program Office in the Werklund School of Education before the start of classes (July 1) and to the organization hosting the student on or before the first day of the practicum course (EDPS 676, EDPS 697, EDPS 698).

Students who are concerned about the presence of a criminal record should contact the police department to discuss the process for eliminating or erasing such a record.

Practicum is required for all 3rd party and University of Calgary practicum placements.  Failure to present a clear Police Information Check may result in the student being unable to complete their Practicum. Successful completion of Field Experience Practicum is required for graduation.

Students are obligated to inform the Faculty immediately of any change in status of their criminal record.

Intervention Record Check

The Werklund School of Education (WSE) strongly recommends that all students get an Intervention Record Check (IRC) each year that they have a practicum and/or internship. Even if your Site does not specifically require this check, it is to your advantage to have an IRC done so as to prevent a potential issue should there be a last minute change in your placement Site.

NOTE: IRCs are not required by the WSE, and should not be submitted to WSE. Results should be kept in your personal records, and shown to your practicum and/or internship Site should they request to view them.

Field Experience Practicum

Included within the 17 courses (3 units each) are two, 200-hour practicum courses that have been designed to allow students to develop competency in a number of assessment methods. Student have the option of completing the first practicum course in the community during the winter or summer term. They also have the option of completing this practicum on-campus during the summer months through our Integrated Services in Education (ISE) clinic. The second practicum must be completed during the summer term at ISE.

For a community-based practicum, students are responsible for arranging for their own supervision by a psychologist, with review and approval by the Academic Coordinator. Students completing a winter practicum can expect to devote a minimum of 2 days per week at their practicum site. Summer practicums are full-time (i.e., 35+ hours) on- or off-campus over the term (typically 7 weeks).

Students completing a community practicum cannot complete it at their place of employment.   Site supervisors in community settings must be approved by the Academic Coordinator and possess the following:

    • Expertise in the area of school psychology, including conceptual knowledge and practical experience in the field of school psychology
    • A graduate degree related to the area of school psychology (or equivalent), approved by the Academic Coordinator
    • Designation as a Registered/Licensed Psychologist in Alberta (or other provincial equivalent), such as College of Alberta Psychologists
    • Normally a minimum of four years, post-master’s successful practice in the school psychology field prior to taking a supervisory role

It is recommended that Supervisors have advanced training in supervision.

Because of the distance nature of the MEd SACP program, the practicum supervisors will normally meet the following criteria:

    • Regular access to email and Internet
    • Access to a computer with certain hardware and software requirements (see our website for more details)

On-campus requirements:  Regardless of the practicum option (community or on-campus), all students are responsible to attend the summer residency for the first two years they participate in the program. In their first year of the program, students will attend a two-week summer residency as part of their first course (EDPS 653), typically at the end of July & beginning of August. During this first summer residency, students will participate in face-to-face components as well as spend time doing client observations in the on-campus clinic (Integrated Services in Education) with upper-level classmates. At the end of their two-week residency, students will have to demonstrate they can accurately administer a standardized academic measure.

In their second year of the program, the summer residency is held the first full-week of the summer term (i.e., first 5 days of the summer term, inclusive of Saturday and Sunday when applicable). 

In year two, students will participate in the summer residency before completing their first practicum course (EDPS 697).  The goals of the summer residency in the second year are to provide intensive instruction, practice, and evaluation of a second standardized test administration. At the end of the 5-day summer residency, students will have to demonstrate they can accurately administer a standardized cognitive measure prior to beginning their practicum. 

In their third year of the program, students will come to campus to complete the program requirements in their second practicum course (EDPS 676). While students in their EDPS 676 practicum will not be participating directly in the summer residency, they are required to be on campus this week t to begin working with clients in their practicum.

We expect all students to attend summer residency on-campus as this provides you with a wonderful opportunity to meet your fellow students and develop some strong working relationships.  Students find this component of their program challenging to complete well via distance and typically do poorly on their test administration.  As such, the summer residency is a requirement of the program and must be attended in person.

Internship

Core content areas are complemented by a full-time 1200-hour internship under the supervision of a psychologist in a school and/or community setting during fall and winter terms (September-April). The internship is completed in the last year of a student's program and requires a full-time commitment. Students will not be permitted to complete internship on a part-time basis. This may require taking a leave of absence from your place of employment in order to complete your internship. Students should not plan to complete their internship at their place of employment. Students are responsible for arranging for their own supervision by a psychologist, with review and approval of site and supervisor. See the information provided with regard to supervisor requirements. It is permissible to complete the internship as a paid position. Such paid arrangements, however, are the responsibility of the student to arrange and may not be permitted within some agencies/school divisions.

Program Schedule & Course Descriptions

For course outlines by term, please refer to the Course Schedules tab, and choose MEd School & Applied Child Psychology from the left navigation or appropriate term.

Following is a suggested 3 year program plan.  All courses are online except the practicum and internship courses, which are at a site and have an online course component. This program starts in July.

Year  Spring  Summer Fall  Winter
1 EDPS 653 Professional Practice of School Psychology
(Mandatory 2 weeks on-campus residency as part of the course)
EDPS 687 Developmental Psychopathology

EDPS 654 Neurobiological and Development Bases of Learning and Behaviour

EDPS 650 Family & Social Bases of Behaviour (Alt. years)

EDPS 689 Cognitive Assessment

EDPS 612.04 Fundamentals of Measurement
2 EDPS 652  Academic & Language Assessment

EDPS 614A Ethics in Applied Psychology
EDPS 697 Practicum in Academic and Cognitive Assessment  
(on or off campus plus required residency)

EDPS 614B 
Ethics in Applied Psychology
EDPS 688 Cognitive & Affective Bases of Behavior (Alt. years)

EDPS 681 Theories and Skills of Counselling

EDPS 696 Social, Emotional, and Behavioural Assessment and Interventions

EDPS 612.01 Psychological Measurement and Statistics
3 EDPS 690 School-Based Intervention and Consultation EDPS 676 Practicum in Social, Emotional, and Behavioural Assessment 
(on campus only)

EDPS 684 Advanced Seminar in the Domains of School Psychology Leadership and Function in Schools

EDPS 698A Pre-Master’s Internship in School and Applied Child Psychology EDPS 698B Pre-Master’s Internship in School and Applied Child Psychology

For information regarding on-campus accommodation for Summer 2017 please click here.

EDPS 612.01 Psychological Measurement and Statistics
This course will provide an introduction to the measurement and statistical concepts used in psychological research and practice, with emphasis given to commonly used analytical methods. This course will also provide learners with an understanding of psychometrics of standardized measurements and determining strengths and limitations of specific research design methods.

EDPS 612.04 Fundamentals of Measurement
This survey course on educational research methodologies which addresses issues of research design, methods, and interpretation of research findings. There will also be a focus on test construction and psychometrics as they pertain to the development of assessment tools.

EDPS 614 Ethics in Professional Psychology
This course will examine ethical, legal, and professional knowledge to inform practice in educational, counselling, and mental health contexts. This course focuses on familiarizing students with making ethical judgments on varied aspects of psychological practice based on informed used of the Canadian Code of Ethics for Psychologists, Standards of Practice for the profession, and relevant laws and institutional policies that govern the profession of psychologists.

EDPS 650 Family & Social Bases of Behaviour
This course examines theoretical perspectives and contemporary research on socialization processes during childhood and adolescence, with particular emphasis on family and peer interpersonal relations. Students will explore the connections and interactions between family, society, and the education system including parent involvement in schools.

EDPS 652 Academic and Language Assessment
This course will provide students with a broad understanding of the standards that guide assessment practices for academic areas and language functions. Attention will be given to the assessment of specific academic areas (e.g., reading, mathematics, written language) and language skills, anchored within an understanding of how such skills develop according to contemporary theories.

EDPS 654 Neurobiological and Developmental Bases of Learning and Behaviour
This course examines the field of cognitive neuroscience from an assessment framework. It explores the evolving understanding of neurobehavioural disorders and the many new testing techniques and practices now available to assess neuropsychological characteristics in both clinical and research settings. There is also a focus on the foundations of brain development, brain-behaviour relationships, and understanding the different behavioural presentations of neuropathology and understanding the developmental nature of specific disorders.

EDPS 653 Professional Practice of School Psychology
This course provides an introduction to the content and skills related to the practice of school psychology. In addition to foundation of professional practice, students will receive early practical experience on campus to with relation to hands-on assessment. This course includes a two-week on-campus residency to be completed during the summer term.

EDPS 676 Practicum in Social, Emotional, and Behavioural Assessment
This course provides a supervised practicum in social, emotional, and behavioural assessment. Students will undertake comprehensive social, emotional, and behavioural assessment with children and youth presenting with various developmental disorders. Students will undertake this practicum experience within the Werklund School of Education's, Integrated Educational Services office (ISE).

Prerequisite(s): EDPS 696 or EDPS 660 & 674.

EDPS 681 Theories and Skills of Counselling
This course focuses on the historical and theoretical foundations of counselling psychology and significant contributions that have been made in this area. The nature and role of theory in professional practice is also reviewed. Students are required to engage in a critical evaluation of a range of contemporary counselling theories and develop a description of their own emerging theory.
This course will provide students with an introduction to the major theories of counselling as well as counselling micro-skills and interviewing skills.

EDPS 684 Advanced Seminar in the Domains of School Psychology Leadership and Function in the Schools
This course provides an advanced study of the domains and functions of school and applied child psychologists. Constituting the final course within the M.Ed. program, students are required to demonstrate a comprehensive understanding of and competency in the ten domains identified by the National Association of School Psychologists as central to the school psychology profession. For each of the ten domains, students will complete a case study requiring the integration of theory, research, and skills.

EDPS 687 Developmental Psychopathology
This course provides an opportunity for students to enhance their insight and understanding of childhood and adolescent disorders and allows students to explore information with respect to the nature and scope of learning and behavior disorders (including prevalence, developmental course, cultural and gender context, and familial patterns). This course also provides an examination of the history of psychopathology and abnormal psychology, and the DSM-V. An empirical and theoretical scope will be used to approach childhood disorders.

EDPS 688 Cognitive and Affective Bases of Behaviour
This survey course focuses on theories of cognition and affect by examining how humans process information and organize their knowledge and emotional experiences in the first two decades of life. Topics to be addressed include biological bases of cognition, perception, memory, motivation, emotion, learning, language, and motor. Contemporary issues will be addressed in several areas of application including regulation of affect and behavior in everyday life and in unusual circumstances.

EDPS 689 Cognitive Assessment
This course focuses on the history, theory, and practice of cognitive assessment. Particular emphasis will be placed on the standardized administration of cognitive assessment tools along with interpretation of specific measures. This course also focuses on report writing and multicultural assessment within the context of cognitive evaluation.

EDPS 690 School-Based Intervention and Consultation
This course will provide students with an exploration of school systems, evidence-based interventions that can be delivered on individual, small group, class-wide, or school-wide bases, and specific theories of consultation. Students will learn best practices in designing and measuring the effectiveness of school-based interventions and skills for effective consultation with school personnel.

EDPS 696 Social, Emotional, and Behavioural Assessment and Intervention
This course will focus on the assessment and intervention of children and youth who exhibit significant social, emotional, and behavioural needs in school settings, the home environment, and community settings. Students will learn techniques and best practices for assessing areas of suspected disability, developing evidence-based interventions, and monitoring intervention programs for overall effectiveness. Specific areas to be addressed include interpersonal difficulties, self-dysregulation, emotional disturbances, and behavioural dysregulation.

EDPS 697 Practicum in Academic & Cognitive Assessment
With a focus on academic and cognitive functioning, this practicum provides supervised experience to develop competencies aligned with the practice of school psychology including consultation and assessment. Students will engage in administration, scoring, and interpretation of academic and cognitive test measures under the supervision of highly qualified professionals. This course may be repeated for credit if necessary depending on licensing needs of particular regulatory bodies (i.e., NASP).

Prerequisite: Educational Psychology 652 or equivalent.

EDPS 698A/B Pre-Master's Internship in School and Applied Child Psychology
Within this 1200 hour full-time internship, Masters level interns will have opportunities to demonstrate under supervision their ability to apply their knowledge to develop specific skills needed for effective school psychological service delivery and integrate competencies that address various domains of professional preparation and practice in school psychology.

Prerequisite: All MEd SACP coursework must be completed before starting the internship.

Registration and Fees

Annual Registration: At the start of the graduate program and annually on the anniversary of the start date, each graduate student must register using the Student Centre which is accessible through myUofC.  Students in course-based graduate programs may choose full-time or part-time status upon entry into the program and on an annual basis on the anniversary of entrance into the program. Annual General fees are assessed based on full-time or part-time status.

Students in this program are strongly encouraged to choose and maintain full-time status in order to complete all course work in a timely manner. A description of current general fees is as follows:

General Fees Part-time Full-time
Graduate Students' Association $135.00 $163.05
Graduate Bursary Donation* $10.00* $10.00*
TOTAL General fees/year $145.00 $173.05 CDN

Continuing Fees:  Continuing fees are assessed annually, at the 4th year and onward at the anniversary term. The annual continuing fee amount is $1,164.00 Cdn as of May 1, 2016.

Students must maintain continuous registration and pay the appropriate fees until all degree requirements have been completed.

Tuition: Tuition fees in course-based graduate programs are assessed on a course-by-course and term-by-term basis. Effective May 1, 2016, the distance half-course fee is $1, 212.00 Cdn.

The total course tuition in this program is 17 half-courses X $1, 212.00 Cdn plus general fees.

Course enrollment:  It is the students responsibility to verify course registration and enroll in the appropriate course for each term.

Fee payment:  There are several options to pay tuition and general fees, however, the most convenient way is using online bankingFor more information, click hereStudents who do not pay their fees by the fee payment deadline date will be assessed a late payment penalty. 

After the drop deadline, a student may withdraw from a course up to the last day of lectures, but no refund of any portion of the tuition fees will be made and a "W" will be recorded on the transcript.

General fees are not refunded following the fee payment deadline.

Note: Fees listed on this page are subject to change without notice.

Frequently Asked Questions

1. What is the application deadline? Can I still apply to the M.Ed. SACP program if I have missed the deadline?

The application deadline is December 1st for programs beginning the following July. The online program closes after that date and submissions are not possible.

2. I do not have the 30 credits of psychology courses required for admission to the program; however, I have courses in education/social work/communications/ early childhood, etc. Will those courses count toward the 30 credits?

In some instances, courses that are not designated as (educational) psychology courses may be considered if they have a strong psychology foundation. Due to time and administrative constraints, we do not review prerequisites prior to the application deadline. If you believe the course will fit criteria, you are welcome to apply and attach a course outline for each non-psychology course you have included.

Although we will accept educational psychology coursework, the majority of courses should be in psychology. The courses should provide foundational knowledge in this field such as cognition, development, learning, neuropsychology, social, abnormal, and statistics/research methods.

3. I am not sure if courses I have taken in the past will meet the prerequisites for admission. Will you a look at my transcripts before I apply?

Due to time and administrative constraints, we do not review prerequisites prior to the application deadline.

4. When it asks for 30 credits, what does that mean?

At the University of Calgary one-semester courses are worth 3 credits each. A 3-credit course is equal to 39 hours of instruction. Some universities use 1.5 or 0.5 credits to equal one course. You will need to check your transcripts to determine how many credits each course is worth by either counting the course credits or the instructional hours. If all your courses are worth 3 credits each, you would require 10 courses to apply.

5. Is this program accredited?

Although our program is not currently an accredited program, our PhD program is in the process of working towards attaining accreditation from the Canadian Psychological Association. Graduating from a non-accredited program should not affect individuals' ability to obtain employment in Canada as a school psychologist. For more information about accreditation from CPA see: http://cpa.ca/accreditation/

The University of Calgary is an accredited university and this program is approved by the Alberta Ministry of Learning.

6. I am short some credits. Can I apply to the program while I am currently enrolled in courses that are needed to meet the program prerequisites?

Yes. Students who are currently enrolled in courses required for admission may apply to the program. Any acceptance offered to such students will be contingent upon successful completion of the required courses. Official transcripts showing course completion must be received prior to start of program (end of June).

7. What are the minimum requirements for admission? If I don't meet the minimum GPA requirements will I still be considered for the program?

Although the minimum GPA required for admission to the M.Ed. SACP is 3.0, admission to all graduate programs is highly competitive due to limited enrollment capacities. Meeting the minimum requirements does not guarantee admission. If students do not meet the minimum GPA requirement, they should provide a strong rationale for why their application should be considered such as evidence of personal continuing education/training or experience in a field related to the aspired degree.

8. How are my grades used to assess whether I meet the minimum GPA requirement?

We use the grades from the applicant's final two years of their last degree or the equivalent number of courses to calculate the GPA. The most senior level courses are averaged to calculate academic standing. If an applicant has taken individual courses at an institution after a degree has been conferred, those grades are not included in the calculation.

9. I have taken post-degree courses to upgrade my academic standing. Do these courses count in calculation of academic standing?

If an applicant has taken individual courses at an institution after a degree has been conferred, those grades are not included in the calculation. If an applicant is concerned about their GPA, but have better after-degree grades, they should indicate reasons for the discrepancy in their statement of intent.

10. I applied last year. Do I have to submit new reference letters and transcripts?

Yes.

11. I have gone to multiple universities. Do I need to obtain transcripts for all of them?

Yes.

12. If I am applying to two different specialization areas (e.g., MSc and MEd) do I need to complete two applications?

Yes.

13. Where can I get more information on the program, application procedure, competitive admission criteria, and fees?

Please see the appropriate sections above for information, i.e., the "Registration and Fees" section.

14. I have been out of school for a number of years and it is going to be very difficult for me to provide two academic letters of reference. What should I do?

In a case like this it is important for applicants to invite referees who are able to speak to their ability to handle academic demands of graduate school. Ideally, it would be someone who has supervised you doing program development, evaluation or research. This referee should be credible (i.e., not your friend, close colleague) and be able to speak to your ability to do things such as conceptualize problems, integrate literature, develop questions and other academic-like tasks.

15. If I include a professional reference letter, who is eligible to write a letter?

A professional reference letter can come from anyone who has knowledge of your ability to work with children and families. Examples may include a supervisor at a volunteer setting or summer camp or an employer at a setting where you worked with children and families as part of your job.

16. Can I take courses in your program if I'm not a registered student?

Only registered students can take courses in the program. However, students who are enrolled in Open Studies are generally permitted to take some courses through our program at the discretion of the Program Coordinator. Applied courses (e.g., assessment, intervention, consultation and practicum) are closed to non-program students.

Courses taken in the program as open-studies student cannot be counted as a prerequisite if you intend to apply to the program.

Interested applicants are discouraged from taking courses as open-studies if they intend to apply to the program.  They are better off strengthening their application by other means such as getting practical experience with children or adults with exceptionalities.

17. If I enroll in the 3-year program, is it possible to maintain part-time/full-time work while still being able to meet the demands of my courses?

Most students enrolled in the three-year program continue to work part-time and some even full time. The ability to do this depends on other life commitments (e.g., employment workload, family responsibilities). Students can take up to 6 years to complete the program by taking fewer courses each year making it flexible for those with other life commitments.  Students can add more courses to their load if the schedule permits it and are responsible for determining their own program plan.

It is important to note that your 1200-hour internship must be completed full-time during the terms it is offered. This is typically during the Fall and Winter terms (September through April). You should expect to take the full 8 months to complete your internship requirements. This may mean taking a leave of absence from your place of employment. Also, it is not recommended that you complete your internship at your place of employment due to complications with dual relationships.

18. What does a typical program plan look like?

Please see the "Program Schedule & Course Descriptions" section above for the standard program plan for students enrolled in the 3-year program.

19. Is it possible to complete this program in less than three years?

It is not possible to complete this program in less than three years given the course requirements in combination with the practicum and internship timelines.

20. Is it necessary to have a B.A. / BSc. In Psychology to enter into your program?

No. A degree that is equivalent to Education or Psychology will be accepted as part of admission into our program as long as the applicant has 30 credits in psychology; however, most successful applicants have a strong psychology background.

21. I live outside of Calgary. Will I be able to take this program and stay in my home community?

This program is delivered through a blended (online and face-to-face) format. Face-to-face components are during the Summer.  Our Professional Programs offer you an opportunity to engage in your studies while continuing to work and to live in your home community.

Although the majority of learning in the M.Ed SACP program is completed online, students must complete their second practicum on campus. If students are unable to find practicum placements in their own communities, their alternative option is to complete the two practicum courses on-campus during the summer. This option requires more travel.

Regardless of the practicum option (community or on-campus), all students are responsible to attend the Summer Institute (SI) before completing the each of the first two practicum courses (i.e., EDPS 656, 675). It is highly recommended students attend SI on campus. The summer institute is held the first full-week of the summer term (i.e., first 5 days of the summer term, inclusive of Saturday and Sunday when applicable).

22. How does the practicum placement work?

There are two practicum courses in the MEd SACP program. Students can elect to complete the first practicum course (EDPS 697) off-campus within a school and/or community setting under the supervision of a psychologist. Community-based practicum can be completed in the winter or summer terms. Students selecting this option are responsible to arrange for both the supervisor and practicum site. The second practicum (EDPS 676) must be completed during the summer term through the clinic affiliated with our program, the Integrated Services in Education clinic. The summer practicum courses are intensive,  7 week courses that require students to be available full-time for approximately 8 hours per day.

23. What is the summer institute?

Regardless of the practicum option you select, students in their first and second years of the program are responsible to attend campus during the summer term. In their first year of the program, a two-week residency on campus is required as part of the Professional Practice of School Psychology course. In their second year of the program, the summer residency is held the first full-week of the summer term (i.e., first 5 days of the summer term, inclusive of Saturday and Sunday when applicable) and consists of intensive instruction, practice, and evaluation of your assessment skills that precede the practicum course. In year three of the program, student are required to complete their practicum on campus in the Integrated Services in Education (ISE) clinic. This requires students to be on campus during the summer residency week to begin seeing clients in the ISE clinic.

We require all students to attend on-campus as this provides you with a wonderful opportunity to meet your fellow students and develop some strong working relationships.

24. Can I arrange to complete my practicum or internship at my place of work?

While it is highly discouraged, you may be able to complete your practicum internship at your place of work but we would have to ensure that you are getting the proper experience and supervision as well as avoiding dual relationships. We decide this on a case-by-case basis and students must get permission from the Academic Coordinator.

25. Once I complete this program, will it allow me to work in a clinical setting? For instance, open my own practice?

Individuals considering the field of school psychology should keep in mind that a master's degree is only the first step to obtaining the credentials necessary for professional practice. Students who graduate from this program will still need to register with a regulatory board located within their own jurisdiction before practicing as a school psychologist. Registration is a process that is completely separate from the MEd SACP program.

In each province, the profession of psychology is regulated. The requirements for licensure vary from jurisdiction to jurisdiction. In some jurisdictions, the doctorate degree is required for registration and in others it is the master's degree.
The types of employment opportunities available for students graduating from the MEd SACP program differ depending on a) the province in which they reside, b) the level of education required for registration, and c) the regulatory body with which they register.

Students are encouraged to check out the registration requirements in their own jurisdiction to ensure they meet requirements. Regulatory boards include:

College of Alberta Psychologists
College of Psychologists of BC
BC Association of School Psychologists

Additional regulatory boards are listed on the Canadian Psychologist Association website:http://cpa.ca/public/whatisapsychologist/PTassociations/

Alberta graduates may want to register with the College of Alberta Psychologists (CAP). The M.Ed. SACP program is designed to provide students with the graduate academic background required to begin the licensing process through CAP. However, CAP has additional requirements beyond what is provided within the program at the University of Calgary, including undergraduate psychology courses, supervised clinical hours, and oral and written examinations. It is not the responsibility of the M.Ed. program to ensure that students meet the requirements for registering.

26. How does the MEd SACP program differ from the Masters of Science (M.Sc.) degree?

We distinguish between our professional programs (MEd SACP, MC) and our research programs (MSc SACP /Counselling). Within our Faculty, it is the case that the MSc-PhD route is considered the research stream, with the MSc degree required for admissions into the PhD program. In contrast, the MEd/MC programs are currently considered terminal Master's programs. As the MEd/MC programs do not have a thesis requirement, you may find that you have limited, if any, options to pursue further PhD studies with these degrees. However, you will need to look up specific PhD admission requirements for other Universities to determine if this is the case (although, again, it is the case within our programs).

27. Do I need to complete the GRE when applying to your program?

You are not required to complete the GRE for admission into the MEd SACP program.

28. How do I apply to your program?

Please see the following link for information on how to apply to our program: http://werklund.ucalgary.ca/gpe/content/how-apply

Required documentation:
a) Transcripts are assessed at the time of application therefore applicants may apply to the program with prerequisite courses in progress. Preference may be given to applicants who have completed all pre-requisites. Official transcripts per university are sent directly to:

Stacy Gooliaff
Graduate Programs in Education (GPE)
Education Tower 114, 2500 University Drive NW
Calgary Alberta T2N 1N4 Canada

b) Once an application is submitted an automatic email will be sent to the applicant requesting them to upload a letter of intent, written statement indicating the applicant's reasons for pursuing a graduate program in Graduate Programs
c) CV/personal resume documenting professional experience.
d) Two letters of reference. Once an application is submitted the Referee will receive an automatic email asking them to upload the reference. The referees should follow the instructions as sent to them by the automatic email to upload the reference.

*If you have problems submitting an application, contact Information Technologies for assistance: http://www.ucalgary.ca/it/

29. I have a question that is not answered by the Q&A webpage. Can I talk to an advisor?

Please contact the Graduate Program Administrator, Stacy Gooliaff at MEd.SACP@ucalgary.ca with any additional questions that are not addressed on our website.