Master of Arts in Counselling Psychology (Online Delivery)

This course introduces students to a biopsychosocial framework for counselling psychology that draws upon the physical, mental, and social health disciplines creating an interdisciplinary model from these three pillars. This model is illustrated through the examination of selected counselling issues, such as but not limited to anxiety, depression, attention deficit hyperactivity disorder and neurocognitive factors. The course also introduces the Culturally Responsive and Socially Just model which further expands this framework into deeper levels of social and cultural understanding. Students will examine and apply these two primary frameworks to the professional counselling arena and build understanding around the foundational framework of treatment through a Canadian context. The course considers the personal role of the counsellors’ identity; the treatment within a therapeutic relationship; case conceptualization; outcome evaluation; and prevention.

(4 credits) (required)

This course provides students with an understanding of the concepts and principles involved in psychological assessment and the use of both standardized and non-standardized instruments. Students will learn the concepts involved in psychological assessment, educational testing, and evaluation. The course will also examine the effects of clinical assessment on clients. Counsellors must become knowledgeable users of assessment data in the clinical decision-making process. Students will develop their skills for selecting, administering, scoring, interpreting, and analyzing test data in a clinical setting. Also, they will familiarize themselves with psychometric instruments, their philosophical and statistical properties, and the pros and cons of various assessment approaches. The course will also address cultural diversity issues and teach students how to approach social and ethical issues in assessment.

(3 credits) (required)

Counselling Methodologies: Psychodynamic and Humanistic Modalities is a review of the most important contemporary psychodynamic and humanistic approaches of counselling and psychotherapy, focusing on: underlying philosophical assumptions, major concepts, views of personality, the therapeutic process, the counsellor’s role, typical interventions, and targeted outcomes. The current approaches to counselling and psychotherapy selected for this course will also be explored with respect to the relations between theorists and their theories, as well as between counsellors and their clients. Cross-cultural and gender-related aspects will be considered for each of the counselling schools under study. Students will endeavour to recognize the links between theory and practice, between constructs and applied techniques or interventions. Students will integrate the course material from: the textbook, supplementary articles, professor’s notes, and online class discussions. Students will also be encouraged to conduct their own further research on topics of interest, by accessing library resources and pertinent professional Internet sites. Students will examine the similarities and differences among approaches, and thus lay the foundation for the development of a personally meaningful approach to counselling.

(3 credits) (required)

This course is a continuation of PSYC 6153, with an examination of some of the core theories and methods which influence and direct the practices of contemporary psychotherapy. Cognitive behavioural therapy, one of the most commonly utilized therapeutic models will be looked at in detail. Additionally, structured training exercises in basic interviewing/counselling skills will be presented. An overview of emerging evidence concerning factors common to all therapies will also be reviewed.

(3 credits) (required)

Course content follows the standards for ethical conduct and practice set by the Canadian Counselling and Psychotherapy Association. In general, topics covered include the scope of practice issues, professional responsibility, privacy and confidentiality, record keeping, appropriate relationships during and after treatment (including sexual intimacies), third party relationships and responsibilities, advertising, continuing professional education, and interruption and termination of treatment. Issues of disaster response, electronic or telephonic delivery of service, child protection, and guidelines for the treatment of gay, lesbian, and bisexual clients will also be considered.

(3 credits) (required)

This course provides students of counselling with the tools needed to critically review and evaluate scientific research and develop the basic elements of a research proposal. Students will explore the body of counselling research, critique selected studies, and develop elementary research design skills, thereby gaining a sound understanding of the scientific method and the ethical considerations bearing on the research process. Strong familiarity with the scientific method allows professionals to understand psychological research and integrate it with daily practice. The scientific method can best be learned by studying all aspects of scientific research, including basic design, implementation, interpretation of results, and the drawing of conclusions.

(3 credits) (required)
Pre-requisite (s): PSYC 6104, A Biopsychosocial Approach to Counselling

Groups are becoming increasingly popular in counselling interventions. Although this trend is partly driven by budget restrictions, the primary advantage of group counselling is that participants get the opportunity to learn from each other. Other benefits from group counselling include that groups can more closely resemble everyday circumstances, they help to build a sense of community and belonginess, they normalize “issues” as members find commonalities with others, and, especially in working through interpersonal challenges, they can be very therapeutic. This course will take a multimedia approach to introducing group counselling skills across diverse theoretical perspectives, ages and stages of development, and types of problems. A comprehensive textbook, bundled with a DVD, presents theory, practical applications, and numerous role-played examples of group facilitation skills. Journal articles, video clips from YouTube, interactive discussion forums, and assignments, focusing on group counselling for diverse ages, issues, and specific populations will all enhance students’ learning in this course. Students will be expected to actively participate in e- groups (asynchronous and/or synchronous) during this course and critically examine their own experiences both as group members and facilitators. Through the skills practice, students are expected to demonstrate awareness of group specific ethical concerns (e.g., limits to ensuring confidentiality) and enhance their basic group facilitation and group counselling competencies, including active listening, non-verbal communication, problem-solving, deepening focus, cutting off, drawing out, role-playing, closing, and the use of dyads and rounds.

(3 credits) (required)
Prerequisite (s): PSYC 6153, Counselling Methodologies- Humanistic & Psychodynamic Modalities, PSYC 6163, Counselling Methodologies- Behavioural & Cognitive Modalities and PSYC 6246, Counselling Skills & Competencies

This course provides students the opportunity to learn basic counselling skills and competencies essential to initiating and maintaining relationships with clients, regardless of specific theoretical orientation. Students engage in case conceptualization using one of four theoretical perspectives (Person-Centred Therapy; Cognitive-Behavioural Therapy; Structural Family Therapy; or Solution-Focused Therapy) and apply this theoretical approach in a counselling session with a client. By means of weekly structured practice assignments students learn how to identify and conduct competent counselling interviews. (Note: Students must earn at least 70% on each graded component of this course. Even if a student’s overall grade in the course is 70% or higher, if a grade on any component of the course is below 70%, s/he will be required to repeat the course.)

(6 credits) (required)
Prerequisite (s): PSYC 6153, Counselling Methodologies- Humanistic & Psychodynamic Modalities and PSYC 6163, Counselling Methodologies- Behavioural & Cognitive Modalites

Using both humanistic and cognitive-behavioural framework, this course provides practice in the planning and implementation of client change interventions in counselling and psychotherapy. Students work in a variety of simulated contexts to gain practice using a range of frequently used counselling interventions that have demonstrated clinical efficacy.

(6 credits) (10 weeks)
Pre-requisites: PSYC 6203, Ethical Standards for Mental Health Service Providers and PSYC 6246, Counselling Skills and Competencies.

This course is designed to provide the student with the skills and competencies necessary to effectively deal with the interpersonal and intrapersonal dynamics of intimate relationships and family systems. Family interaction and communication patterns, conflict resolution, the impact of children on relationships, and other factors that influence family systems will be introduced. Ethical considerations regarding intimate partner violence/domestic abuse will be considered. The two major written assignments will focus in depth on one or more of the theoretical family systems frameworks covered in this course.

(3 credits) (required)
Prerequisite (s): PSYC 6223, Group Counselling

The cultural differences among people must be taken into account when structuring counselling interventions. Identity formation, worldview, communication style, and acculturation will be studied from the perspective of the significant cultural minorities found in Canada. Multicultural competence does not just guide interventions, it permeates all interpersonal dynamics among individuals of different gender, age, sexual orientation, race, cultural membership, able-bodied status, etc. This course is designed to enhance students’ understanding of the role of personal, ethnic, social, and cultural factors in multicultural counselling and mental health service delivery. Multicultural competence does not just guide interventions, it permeates all interpersonal dynamics among individuals of different, gender, age, sexual orientation, race, cultural membership, able-bodied status, etc.

(3 credits) (required)

Psychopathology is the study of disturbed functioning in the areas of cognition, emotion, and behaviour. It is composed of five aspects: definition of the disorder with regards to symptoms (diagnosis), description of the typical course of the disorder (prognosis), identification of the incidence of the disorder (epidemiology), understanding the origin of the disorder (etiology), and identifying appropriate treatments for the disorder. This course will focus on the major adult mental disorders. In the context of these disorders, the diathesis-stress model of etiology will be an important focus. Diathesis-stress is a dimensional approach that locates psychopathology at an extreme region on a dimension ranging from psychological health to severe illness. In the context of this model, recent developments in the fields of emotion science and emotion regulation will be emphasized as insights from these areas have major implications for the clinical work of counsellors, even where the degree of distress does not reach that of a specific disorder. It is important to note that counsellors are not permitted to diagnose in most jurisdictions. However, a basic understanding of the major categories of disorders is essential to providing counselling and therapy as well as for treatment planning, interpretation of referrals, participation in discussions with other mental health professions, and in making referrals where appropriate.

(3 credits) (elective)

This course provides an introduction to the assessment and treatment of addictions. Emphasis will be placed on examining the various methods, strategies, and techniques used to assess addictions, as well as other problem areas that may co-exist or underlie addictions. Emphasis will also be placed on examining the various psychotherapeutic modalities and approaches, as well as the various treatment setting options.

(3 credits) (elective)

The presence of school guidance counsellors is being increasingly recognized by school boards as an integral component of the personal, social, educational, and career development of students. Promoting healthy relationships, addressing social problems, and facilitating career choices within a multicultural environment are central to a comprehensive guidance program. This course is designed to help students identify and prepare for the multiple roles of a school guidance counsellor in meeting the needs of a diverse population. Issues such as bullying, violence, and substance abuse will be examined as well as the roles of parents, administration, educators, and community members in the context of the school environment.

(3 credits) (elective)

This course is designed to provide graduate students in the counselling psychology program with both a theoretical and practical understanding of issues surrounding trauma and a basic introduction into accepted approaches to working with clients who have experienced trauma in their lives. Using current available research literature, this course will introduce students to the definition and types of trauma, critical incident stress management/debriefing (CISM/CISD), client resourcing and stabilization (ethical considerations), theoretical frameworks, assessments/diagnosis, effective treatments/interventions, prevention, and therapist self-care (vicarious trauma). Assisting students in understanding what trauma looks like and introducing them to different approaches where they can get further training, will better equip them to recognize their own limits and help clients. This course will help them navigate the vast amount of information on the treatment of trauma, so that they can make informed ethically-sound decisions when working with clients commensurate with understanding.

(3 credits) (elective)

This course is designed to support students during their practicum placement and enrich their learning experience. It also provides an opportunity to more formally evaluate students’ counselling competencies, ensuring that graduation from the MACP program signifies readiness to work effectively as a counsellor. There will be a focus on integrating theory with practice, resolving ethical dilemmas, case conceptualization and planning, developing cultural competency, embracing diversity, working collaboratively across disciplines, accessing and maximizing the benefits of site supervision, and developing a professional identity as a counsellor. Topics and resources will be closely connected to those previously introduced throughout the program to provide opportunities to synthesize and apply students’ learning – this spiral approach will facilitate a deeper level of experiential learning and retention. (Note: Students must earn at least 70% on each graded component of this course.  Even if a student’s overall grade in the course is 70% or higher, if a grade on any component of the course is below 70%, s/he will be required to repeat the course.

(3 credits) (required)
Prerequisite (s): All courses

This course is a continuation of PSYC 7113 Practicum I.

(3 credits)(required)

Applicants to the MACP program are required to provide the following:

• Completed online application (link to application form)
• Application fee of $75 (CAD)
• Official undergraduate transcript and proof of obtainment of a bachelor’s degree*
• Resume and statement of interest
• Two letters of reference from professional or academic sources (see form)
• Detailed course descriptions if applying for transfer credit consideration
• Completed relevant work/volunteer experience attestation form if applicable (see form)

*All official transcripts need to be sealed, stamped and sent directly from the issuing institution to our Admissions Services Department for evaluation.

Yorkville University prides itself on attracting students to the MACP program from diverse backgrounds. Accordingly, we are pleased to accept applications from prospective students that meet the criteria in one of the following admissions pathways. These pathways ensure prospective students are prepared for graduate courses in the MACP program and subsequent practicum.

Pathway I

Undergraduate Study with a transferrable major (psychology, nursing, social work, sociology, human development, education).

Expected to include:

• Biological bases of behavior (e.g., physiological psychology, comparative psychology, neuropsychology, psychopharmacology).
• Cognitive-affective bases of behavior (e.g., learning, sensation, perception, cognition, thinking, motivation, emotion).
• Social basis of behavior (e.g., social psychology; cultural, ethnic, and group processes; sex roles; organizational and systems theory).
• Individual behavior (e.g., personality theory, human development, individual differences, abnormal psychology).

Pathway II

Non-transferrable major with a transferrable minor.

Pathway III

Non-transferrable major or minor, with some (at least 2 courses with C grade or higher) transferrable post-secondary university courses/credits completed.

Pathway IV

Non-transferable undergraduate degree with appropriate hours of training/certification:  minimum of 1-year, post-graduate certificate (or diploma) program at a university or college.

Appropriate areas: psychology, sociology, social work, neuroscience, counseling, mental health, drug/alcohol treatment, mediation, organizational behavior/psychology, criminal justice, human resources, children/youth/families, community services, nursing/elder care.

Pathway V

Non-transferable undergraduate degree with a minimum of 150 hours of relevant work/volunteer experience. Applicants who may need to apply through this pathway can access the MACP relevant work/volunteer attestation form here: (see link)

Examples of acceptable relevant work/volunteer experience: crisis phone, youth behavioral support, homeless shelter, domestic violence support, drug/alcohol treatment, mediation, organizational behavior/psychology, human resources, criminal/justice, children/youth/families, community services, nursing/elder care.

Have questions about our admissions pathways? Please complete this form and an admissions advisor will be happy to assist.

In addition, applicants are required to have:

• A cumulative grade point average (CGPA) in undergraduate study of at least 3.0 on a 4.0 or 4.3 scale, or a GPA of at least 3.0 in the final two years of study. Applicants may be conditionally admitted with a GPA between 2.5 and 2.99 if strength of overall application is sufficient.

Preference will be given to students who have successfully completed undergraduate courses amounting to either a major or minor in psychology, related social sciences, or allied health professions such as social work.

Yorkville University reserves the right to refuse admission and ask admitted students to withdraw from the program in special circumstances.

For full details of admissions requirements, please see the Academic Calendar.

Please have your references for admission to our Master of Arts in Counselling Psychology degree, use our Reference Submission form here.

English is the primary language of instruction at Yorkville University.

Applicants who have obtained a bachelor’s or first professional degree in a language other than English are required to submit confirmation of an official test of ability to work and study in English:

Proof of obtaining a bachelor’s or first professional degree where English is the language of instruction.

• Confirmation of a Canadian Academic English Language – Computer edition (CAEL-CE) with a score of at least 70.
• Confirmation of an official Test of English as a Foreign Language (TOEFL) score of 92 (Internet-based version).
• Confirmation of a Canadian Language Benchmark (CLB) overall score of 8 with no component below 8.
• Confirmation of an International English Language Test System (IELTS) overall band score of at least 7.0 with no band below 6.5.
• Confirmation of a Canadian Test of English for Scholars and Trainees (CanTest) with a minimum overall bandwidth of 4.5.
• Confirmation of a score on any other test of English language proficiency that equates to Level C1 or higher of the Common European Framework of Reference for Languages (CEFR).
• Confirmation of a score equivalent to these scores on another test of English language proficiency recognized by and acceptable to the University.
• Confirmation of a Duolingo minimum score of 115.
• Confirmation of Pearson Test of English (PTE) Academic score of 65

Canadian applicants who completed their qualifying bachelor’s degree in French, but completed another post-secondary degree, certificate, or diploma or their secondary education in English, are exempted from the requirement to provide tested confirmation of English language proficiency.

The University reserves the right to refuse admission to any student whose proficiency of English does not meet the program standards and to ask any student whose written work is below acceptable standards to withdraw from the program.

 Any questions? Please contact an Admissions Advisor.