Master of Science (MSc)

Why Us?

Through research, academic, and clinical activities, the School and Applied Child Psychology Program emphasizes the inherent strengths of all learners and strives to develop optimal outcomes for children, youth, families, educators, communities, and society.

The mission of the School and Applied Child Psychology program is to prepare school psychologists to be contributors and effective collaborators in enhancing learning and mental health outcomes for all individuals within a wide variety of settings. Graduates of our program are positioned to serve as educational leaders in the effective application of educational and psychological principles to the learning environment at both the individual and systems levels. To achieve these goals, our program cultivates students who are theoretically- and scientifically-informed critical thinkers who demonstrate excellence as providers of high-quality, evidence-based prevention, assessment, intervention and research services. Our graduates are scientist-practitioners who benefit from learning experiences enriched by empirical investigation and supervised training experiences within both the clinical and school environments.

The School & Applied Child Psychology program prepares students to work as school psychologists or develop specialized knowledge of school and applied child psychology for use in school or community settings. Course content for the Master of Science program follows the accreditation guidelines created by National Association of School Psychologists' standards for training.

Program Details

Admission into the program is highly competitive due to limited space, so many excellent applicants who meet or exceed the minimum requirements are not admitted each year.

The Master of Science in School and Applied Child Psychology is an on-campus, thesis-based program. In addition to Faculty of Graduate Studies admission requirements, GPE requirements include:

(a) Honours degree in Psychology (or equivalent) is preferred, with a grade point average of 3.0 (equivalent to a B or 70% in many universities) over the courses taken during the last two years of study;

(b) Normally, a minimum of 18 units (3.0 full-course equivalents) in Educational Psychology or Psychology. This must include:

  1. One undergraduate course in statistics
  2. One senior undergraduate Psychology or Educational Psychology course in cognitive-affective bases of behaviour.

All prerequisite coursework must be completed with a grade of “B-” or above.

(c) Two letters of reference, one of which is normally from the undergraduate honours supervisor, if applicable.

(d) A completed Pre-admission Academic Checklist, including details of courses completed, practicum experiences, awards and scholarships, scholarly work, research experience, and employment and volunteering.

(e) Curriculum Vitae - include the following items as applicable:  Educational history, awards and scholarships, presentations and publications, employment, research experience, volunteering, and professional development.

(f)  A short statement of intent (approximately 500 words) of your research and professional interest in school psychology (e.g., expected contribution to the field; understanding of school psychology) indicating your reasons for wanting to pursue graduate work in this degree.  Applicants are encouraged to list one or more SACP faculty members they feel best align with their research interests. 

(g) For applicants required to prove proficiency in English, a TOEFL score of 97 (Internet-based test), an IELTS score of 7.0 (Academic version), or a MELAB score of 83. The test must have been taken within the last two years. Note: When requesting that official TOEFL test scores are forwarded to the University of Calgary, please indicate institution code 0813.

(h) Prior to admission, the most promising applicants will be interviewed to evaluate their understanding of and motivation for entry into the field of School and Applied Child Psychology.

Note:  Official transcripts are required from all post-secondary institutions you have attended. Original documents or certified true copies of each of your official transcripts and degree certificates, in the original sealed envelope, must be sent directly from the issuing University.

If original documents are not in English:
Original documents or certified true copies of each of your official transcripts and degree certificates in the original language, in the original sealed envelope, sent directly from the issuing University, and an English translation from the issuing University or a notarized word-for-word English translation of a duplicate copy of that original.

Official transcripts are due to the Graduate Programs in Education office on or before December 1.

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.

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.

The MSc in School & Applied Child Psychology requires a minimum of two years of full-time study, on-campus to complete.

Police Information Check

Please see Practicum Information section below.

Core Courses:
The following core courses (14 half-course equivalents or 42 credit hours) are considered to be central to the MSc program in School & Applied Child Psychology. Students must complete all of the requirements outlined below:

There are two practicum courses in the School and Applied Child Psychology program (EDPS 662 and 663). Each practicum consists of 200 hours of practicum work.

Program Plan

Year 1:

Fall term
EDPS 609 Research Design and Statistics II
EDPS 614 Professional Ethics in Educational Psychology
EDPS 653 Professional Practice of School Psychology
EDPS 665 Cognitive Assessment and Intervention

Winter term
EDPS 651 Disorders of Learning and Behaviour
EDPS 654 Neurobiological and Developmental Bases of Learning
EDPS 669 Social-Emotional Assessment and Intervention
EDPS 685 Child and Adolescent Counselling


Spring term
EDPS 659 Academic Assessment and Intervention
Thesis*

Summer term
Thesis*

Year 2:

Fall term
EDPS 618 Multivariate Analysis
EDPS 662 Practicum I in School Psychology (Clinic Based)
EDPS 683 Consultation in School Psychology
Thesis*

Winter term
EDPS 663 Psychology Practicum II (School Based)
EDPS 655 Advanced Child Development

Thesis*

Spring term
Thesis*

Summer term
Thesis*

*Thesis - The Masters thesis is the focus of the degree program. In consultation with the supervisor, the student should formulate an appropriate thesis topic as early as possible because the nature and type of proposed research will affect the time needed to complete the program.

GPE Thesis Rubric and the Student Guide to the Thesis Oral.

Please note: Ethics approval is required for all research projects involving the use of human subjects before data collection begins. Prior to submitting an ethics application, students are required to complete the TCPS 2 tutorial and upload the certificate of completion into their Researcher Profile in IRISS. Do NOT upload in the documentation section of a study. Register on theTCPS 2 website https://tcps2core.ca/register. When registering, be sure to use your institution email address (name @ucalgary.ca)

To initiate the ethics approval process, the student’s supervisor must submit an application to either the Conjoint Faculties Research Ethics Board or the Conjoint Health Research Ethics Board. The application is typically completed in conjunction with the student. Applications to the CFREB or CHREB are created and submitted online using IRISS. There are no paper application forms.

Summary of Program Requirements:

  • 14 half courses including 400 practicum hours
  • Thesis
  • Two Years full-time study
  • Completion within 4 years

 

As a Graduate Student you are expected to devote the time, effort, and energy necessary to engage in scholarship.  As a graduate student, you will determine the specific milestones and requirements of your program of study in consultation with the Faculty of Graduate Studies Calendar and with your graduate supervisor. 

An integral part of the masters experience is working closely with a supervisor on the development and completion of a research project.  A graduate supervisor mentors graduate students through regular meetings and research training aimed at research, scholarship, teaching and professional development. Graduate supervisors support students in the timely completion of their programs.  As a Graduate Student, you are expected to meet with your graduate supervisor on a regular basis.  While each student-supervisor relationship is unique, graduate supervisors can assist graduate students in a number of ways: advising on course selection, applying for awards and scholarships, obtaining research funds, applying for teaching assistant and sessional teaching opportunities, developing track records in refereed publications and conference presentations, getting involved in leadership and service, and encouraging and supporting apprenticeship in a research community of practice (collaborative review of papers, grants, academic writing, and data analysis). 

In the MSc program an interim supervisor is normally appointed at the time of admission.  Students are responsible for initiating discussions with potential permanent supervisors and are expected to have finalized supervisory arrangements by their second annual registration.


Contact Us

GPA

Have Questions?

Edith Mandeville, Graduate Program Administrator (GPA)

AC

Academic Program Coordinator

Dr. Jac Andrews, Professor jandrews@ucalgary.ca

Ready to Apply?

Ready to Apply?

Student-athlete receives an Eyes High Doctoral Recruitment Scholarship

Being part of the Werklund School academic community will allow me to develop my clinical skills and achieve my goal of becoming a psychologist. Werklund houses highly esteemed scholars and is connected to a broad network of service providers for practicum experiences. I am grateful to have found the SACP program.

Jessica Baraskewich