Masters Degree in Counselling Psychology by sdfsb346f

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									      Master’s Degree in Counselling Psychology
            ~ The University of Victoria ~

Counselling Psychology Program
      Graduate Student

               For the Academic Year:

                                      Table of Contents:

Table of Contents                                          1

Section A:
       Welcome to the Program!                             2
       Program Background                                  3
       Mission Statement                                   3
       Program Description and General Objectives          4
       Introducing the Faculty                             5
       Evaluation and Retention Procedures                 7
       Professional Conduct
               - Faculty of Grad Studies                    7
               - Counselling Psychology Section             8
               - Ethical Standards for Counsellors (CCA)   10
               - Faculty of Education                      10

Section B:
       Course Requirements for Graduation                  11
               - Practicum Guidelines                      12
       EPLS - Academic Grading Policy                      13
       Financial Aid                                       14
       General Comments & Resources                        14
               - Counselling Journals Online               14
               - UVic Links of Interest                    15
               - Professional Associations                 15
               - Other Web Resources                       15

                                            Section A:

                                       Welcome to the
                              Counselling Psychology Program!

The Faculty and Instructors of the Counselling Psychology program in the Department of
Educational Psychology and Leadership Studies would like to extend a warm welcome and
congratulations to each of you as you begin your graduate work at the University of Victoria!

We hope that during the course of completing your graduate degree you take full advantage of the
many learning opportunities provided by the program. We also encourage each individual to foster
relationships with fellow students in the program as a means of support, professional networking
and collegiality.

We wish you the very best of academic and personal success as you enter the challenging and
rewarding field of counselling psychology research, practice and education!

                                                             The Faculty in Counselling Psychology
                                                      Educational Psychology & Leadership Studies
                                                                              University of Victoria

Program Background:

The Counselling Psychology program at the University of Victoria has been an integral part of the
Faculty of Education for over 30 years, providing training and graduate-level education in the areas
of counselling theory, research, and practice for work in schools, service agencies and communities.

Counselling psychology concerns itself with the facilitation of successful life transitions for
individual clients, groups, and communities. In the UVic program we strive for academic excellence
that includes education of the mind, the spirit, and the heart, as well as rigorous training of the
essential interpersonal and intrapersonal skills needed to become a competent counsellor.

In this program the faculty values health, integrity, and community and we are dedicated to
ensuring that individuals, upon their completion of the program, are well-prepared, competent, and
professionally responsible counsellors.

                                     Our Mission Statement:

The faculty, staff, and students of the University of Victoria Counselling Program support the
principles of respect, dignity, integrity, value, inclusion, and equality in all we do. We educate and
train culturally sensitive professional counsellors and counsellor researchers to promote the social,
psychological, spiritual, and physical well-being of individuals, groups, families, and communities
locally, provincially, nationally, and internationally through socially responsible research programs.
We view development across the lifespan, cultural diversity, and a global perspective as integral to
the preparation of ethically responsible professional counsellors.


Program Description and General Objectives:

The Counselling Graduate Program assists students to develop the knowledge, skills, and
understanding necessary to work as professional counsellors in a wide variety of settings. The
program is characterized by relatively small classes, by ongoing contact with a program supervisor,
and by a focus on the practicum component of counsellor preparation.
The general objectives of the program are:

    1.    To provide students with current theoretical, research and practical knowledge
          as a basis for developing skills designed to improve counselling effectiveness in
          a pluralistic society.

    2.    To assist graduate students in becoming counsellors prepared to meet the current and
          projected needs of a pluralistic society in both urban and rural communities.

    3.    To provide students with opportunities to investigate research and practice-based issues
          in the field of counselling through individual study, student projects, theses, and course

    4.    To enable program graduates to be eligible for Canadian Counsellor Certification,
          (through the Canadian Counselling Association).

The specific objectives of the graduate counselling program reflect current professional and
research knowledge concerning the counselling and human development needs of a pluralistic
society. All program objectives reflect consideration of input from program faculty, current and
former students, and personnel in co-operating agencies and objectives are directly related to
program activities. The program will provide opportunities for students to:

1. Enhance understanding of human development and the change process through theories of
   human development and learning, awareness of developmental issues and challenges, and
   integration of this knowledge into the counselling psychology setting.
2. Acquire and integrate knowledge of the history and philosophy of counselling psychology,
   expectations of the role of professional counsellors, and the standards and certification
   requirements of professional counselling organizations.
3. Develop relevant competencies for counsellors consistent with CCA Standards of Practice.
4. Train competent practitioners in appropriate assessment strategies and intervention
   approaches based on specific client need
5. Enhance awareness of cultural, racial, and social diversity and human variability, with
   counselling practitioners demonstrating competence in diversity in the counselling and
   counselling research context.
6. Facilitate the development of ethical and legally sound professional counselling practice and
   counselling research practice and procedures.
7. Train counselling practitioners and researchers to be competent in conducting ethical, relevant
   counselling psychology research.
8. Establish community and professional connections that will increase the likelihood of finding
   gainful employment in counselling-related disciplines.

                                     Introducing the Faculty

Tim Black, Ph.D. (721-7820) Military and civilian trauma; posttraumatic stress
   disorder; group counselling, counsellor training/education, action-based adult
   learning, therapeutic enactment, clinical supervision, and career transition
David de Rosenroll, Ph.D. (721-7841) Trauma and trauma healing, somatic
   approaches to counselling, indigenous healing approaches
M. Honoré France, Ed.D. (721-7858) Diversity and cultural issues related to
   counselling, transpersonal psychology, ecopsychology, Spirituality, First
   Nations counselling, working with residential school survivors, group dynamics
Anne Marshall, Ph.D. (721-7815) Adolescent transitions and identity, cultural
   approaches to counselling, counsellor skill development, career and life
   planning, interdisciplinary research

More detailed information about the faculty members may be obtained on the Department website
   at: <>

Other faculty interested in serving on student committees who teach graduate counselling courses or
   have an interest in counselling
Jillian Roberts, Ph.D., R. Psych. (721-7817) Medically fragile school children,
     concepts of quality of life, psychology of the individual, program planning,
     ethics and qualitative research methodology

Adjunct and Emeritus Faculty

John F. Anderson, MD, Associated Professor
Nancy Reeves, Ph.D, Adjunct Assistant Professor
Jo-Anne Stoltz, Ph.D. Adjunct Assistant Professor
Max R. Uhlemann, Ph.D., R. Psych, Professor Emeritus

                               From the Faculty of Graduate Studies:
                                   Student Responsibilities

All graduate students are responsible for:

      Making themselves familiar with the general Calendar regulations of the Faculty of
       Graduate Studies. If unsure about any aspect of the Faculty regulations, students should
       contact the Graduate Admissions and Records Office.
      Making themselves familiar with the departmental requirements and deadlines. If unsure
       about any aspect of the departmental regulations, students should contact the Graduate
       Advisor in their department.
      Ensuring that their courses have been chosen in conformity with the Faculty and
       Departmental regulations. Students are also responsible for ensuring the completeness and
       accuracy of their registration.
      Any discrepancy between the program they are following and the Calendar regulations, or
       discrepancy between the program they are following and that recorded in the Graduate
       Admissions and Records Office must be reported promptly to the Graduate Admissions and
       Records Office. Students should also inform their academic supervisor, supervisory
       committee and Departmental graduate studies advisor that they have reported the matter.
      Discrepancies can often be detected by examining the Curriculum Advising and Program
       Planning (CAPP) form. If unsure about any aspect of their records, students should contact
       the Graduate Admissions and Records Office.
      Making themselves familiar with their fee obligations as outlined in the fee regulations
       section. If unsure about any aspect of the fee regulations, students should contact the
       Graduate Admissions and Records Office.
      Maintaining open communication with their academic supervisor, supervisory committee,
       and departmental graduate studies advisor through mutually agreed upon regular
       meetings. Any problems, real or potential, should be brought to the attention of the
       academic supervisor, supervisory committee and departmental graduate studies advisor
       promptly. Students should be aware that formal routes of appeal exist
      promptly reporting changes in address and telephone number to Graduate Admissions and
       Records or updating themselves through USource. ( A letter
       mailed to a student’s address as it appears on record in the Graduate Admissions and
       Records Office will be deemed adequate notification to the student for all matters
       concerning the student’s record.
      Submitting to a medical examination at any time during attendance at the University, if
       required by the University. This measure exists to safeguard the medical welfare of the
       student body as a whole. Students are required to maintain appropriate sickness and
       hospital insurance (
      Making themselves familiar with the regulations under Required Approvals for Research,

                              Evaluation and Retention Procedures

      “Students in counsellor education should receive on-going performance appraisal throughout
                                       their counselling program”
                            (CCA Standards of Practice for Counsellors, p. 33)

     Great care is taken by the faculty in admitting students to the graduate programs in counselling
     psychology to ensure that students with potential can finish the program successfully. In
     agreement with the Standards of Practice for Counsellors (CCA 2001), the University of
     Victoria’s Counselling Program has developed the following student evaluation and retention
     procedures. Students are encouraged to become familiar with the Faculty of Graduate Studies
     policies as well as those policies developed by the Department of Educational Psychology and
     Leadership Studies.

        Students are entitled to remedial assistance should they experience difficulties in their
                      counselling program (CCA Standards of Practice, p. 34).

     Progress Reports are completed for each student twice a year. At the end of the fall
     semester, faculty members complete a Fall Progress Report to determine if each student is
     making satisfactory progress in the areas of academic work, research, practica, and in
     understanding and adhering to the CCA Code of Ethics and Standards of Practice. If the
     student needs further support, recommendations are made by Faculty and are followed by a
     meeting between the student and his or her supervisor. Students are also requested to
     submit an Annual Progress Report and Plan by April 30 th of each year at which time their
     supervisor rates their progress as good progress, satisfactory progress or unsatisfactory
     progress. Follow-up meetings with supervisors are scheduled as needed.

1.     Problem Identification Meeting

The supervisor meets with the student and gives specific examples of the difficulties, which have
been identified by faculty. Explanation is made at this time as to the seriousness of the problem.
The student and supervisor then discuss ways to support the student and expectations and
procedures for making changes are developed. Steps for resolution are recommended and both
parties agree upon a time frame for change.

2.     Recurring or Critical Problems

If the situation is a continuing one, or is critical, a team of faculty members including the graduate
advisor will be appointed to meet with the student. The concerns are delineated in writing and
given to the student prior to this meeting. During this meeting, the student is given specific
information about the particular problem, the steps needed for resolution, and the time frame
allowed prior to determining if further action must be considered. A written contract stating the
areas which need to be improved, and the methods and time frame needed for improvement is
designed and signed by the student and involved faculty members. A copy of this agreement is
given to the student and the original is placed in the student's central file.

3.     Insufficient Progress, Withdrawal, Counselling

Unless the problem involves a major disciplinary action, all of the preceding steps are handled
within the Counselling Program. If a student wishes to challenge a decision of the program
regarding retention in the program, the student has the right to an appeal process, as detailed in
the University of Victoria Graduate Calendar. Depending on the nature of the academic matter of

concern to the student, the order in which the student should normally try to resolve the matter is:
first, the course instructor; second, Departmental graduate advisor for your area; third the Chair of
the department; fourth, the Dean of the faculty; fifth, Dean of the Faculty of Graduate Studies and
finally, the Senate. In addition, the student may wish to consult the UVSS Ombudsperson. A
student seeking a formal review of an assigned grade should consult the regulations

4.   Due Process Procedures

If the student does not make expeditious progress toward resolution of the identified problem(s),
and if faculty agrees that the student will not be able to successfully achieve the objectives then
recommendation for withdrawal of the student from the program is considered. This decision is
made by closed faculty vote and is then passed to the next administrative level. Academic,
vocational, and personal counselling are offered to the student and may include the transfer of
earned credits to a new program.

                                   UVic Counselling Psychology
                                  Code of Professional Conduct*

As graduate students in an applied professional program individuals are asked to navigate two
interrelated roles throughout the course of their degree completion. The first is that of academic
student and the second is that of professional counsellor-in-training. Students sometimes find it
challenging to successfully integrate these two roles and so we have included this section on
professionalism in the counselling psychology program to help clarify and assist students in
understanding and successfully integrating both roles.

As students, you can expect to be treated with respect as self-responsible adult learners.
Assignments and course work are expected to be completed within the given time-frame and to
the academic standard required by the Faculty of Education. At the same, because this is a
professional program, students are expected to engage with the course material, with instructors,
with staff, and with colleagues in a manner consistent with the expectations of a professional
counsellor in the field.

What does this mean? This means that, in addition to being a student, you are expected to fulfill
the same responsibilities as a counsellor working the field would be required to do.

This includes but is not limited to:

        1) Attendance at all classes and labs. Attendance is a requirement of the Faculty of
           Graduate Studies and is essential for effective learning in the Counselling Psychology
           Graduate Program. Normally, missing more than one class or lab will result in
           withdrawal of the student, unless there are extenuating circumstances. The matter will
           be directed to the Counselling Graduate Advisor for decision-making. If you miss a
           class or lab for illness or family emergency, the instructor should be notified in
           advance. Also, you should contact the instructor in advance of the next class or lab
           session to discuss assignment work to be completed in place of the missed class or lab.
           It is your responsibility to learn from peers what information, etc. was covered in the
           class and lab and to come fully prepared for the next class or lab.

        2) Taking responsibility for your time management and seeking assistance, from such
           places as counselling services, if you find you are falling behind. Graduate school can

            be very intensive as you balance your personal life and professional commitments and
            requires sustained attention to scheduling and time management.

        3) Adhering to the Code of Ethics for the Canadian Counselling Association (see page 8),
           not only with clients but also with instructors, colleagues and staff.

        4) Fulfilling personal commitments as teaching assistants, research assistants and
           practicum students.

        5) Avoiding gossip, breaches of confidentiality or trust, and addressing interpersonal
           issues with the individual concerned and not with a third party. Encouraging colleagues
           to follow this principle if you are the third party.

        6) Seeking consultation from faculty supervisor if there is a lack of clarity regarding
           decisions concerning any of the above.

        7) Students may be required to withdraw from their program when ethical, medical or
           other reasons interfere with satisfactory practice in their profession.

Please be assured that the Faculty assumes that individuals adhere to these principles in their own
lives prior to entering the counselling psychology program and that this is simply a reminder of
some of the values that we hold as professional counsellors in the field.

It is unethical for students to engage in unsupervised private practice during their enrollment in
the program. Inquiries about this standard may be directed to the Graduate Advisor of the
Counselling program.

*Students can expect that all counselling faculty will engage with them in a manner
consistent with the above guidelines for professional conduct.

Confidentiality in the Program

The issue of confidentiality in the program can be complex as a result of students’ multiple roles. It
is important to understand that matters relating to students’ successful completion of the
counselling psychology program are of the utmost importance to our faculty. Our desire is to
ensure that students receive support from faculty in their education and training.

Part of our ability to provide support to students involves discussing issues that may impact a
student’s ability to successfully complete an aspect of their training. This means that if you, as a
student, raise an issue with your supervisor or an instructor and they feel that this issue is
significant enough to impact your ability to successfully complete your program, the supervisor
may choose to discuss the matter, in confidence, with the counselling faculty.

Please be assured that our intention is to support students in their learning. Students should be
aware that issues falling into the above category may be brought to the counselling faculty for
consultation amongst our group. Also, you should be aware that counselling faculty may discuss
students’ performances in other aspects of their program as well.


                                     Ethical Standards for
                          Counselling Psychology Graduate Students
                             (Canadian Counselling Association, CCA)

The expectations for ethical conduct as expressed in the CCA Code of Ethics are based on the
following fundamental principles:

        a.   respect for the dignity of persons
        b.   not willfully harming others
        c.   integrity in relationships
        d.   responsible caring
        e.   responsibility to society
        f.   respect for self-determination

Students are encouraged to become student affiliate members of the CCA and are referred to the
above internet link for the complete CCA Code of Ethics.


                                    UVic Faculty of Education
                                  Code of Professional Conduct

As students in the Faculty of Education, the following professional standards of behaviour are
encouraged and expected. This includes excellent attendance and adherence to the Code of
Conduct articulated by the Faculty of Education.

Code of Conduct

Students in the Faculty of Education are expected to adhere to the Faculty of Education’s
professional Code of Conduct for the basis of their relationship with peers, faculty, teachers, and
the students they serve.

The Faculty of Education’s Code of Professional Conduct includes, but is not limited to:

1.   The exercise of self-discipline, accountability and judgment in academic and professional

2.   Acceptance of personal responsibility for continued academic and professional competency
     and learning;

3.   Acceptance that one’s professional abilities, personal integrity and the attitudes one
     demonstrates in relationships with others, are measures of professional conduct;

4.   Ability to communicate effectively with members of faculty, peers, practicing professionals,
     parents and students;

5.   Ability to write, speak, and present well.


                                          Section B:

                            Course Requirements for Graduation

A minimum of 24 units is required to complete the M.Ed degree. The MA degrees require a
minimum of 27 units of study. Under the direction of their supervisor, students may select
relevant electives from other departments as well as from within EPLS.

(a) M.Ed. Program
A minimum of 24 units of course work is required in the M.Ed program and a comprehensive exam.
The program of study includes the following required courses:

ED-D 503       (1.5)   Program Development and Evaluation
ED-D 514       (1.5)   Assessment in Counselling
ED-D 522       (3.0)   Skills and Practice for Counselling
ED-D 523       (3.0)   Internship in Counselling
ED-D 518       (1.5)   Advanced Seminar in Theories of Counselling Psychology
ED-D 519A      (1.5)   Child and Adolescent Development and Counselling
ED-D 519C      (1.5)   Ethics and Legal Issues in Counselling
ED-D 519H      (1.5)   Career Development and Counselling Across the Life Span
ED-D 519L      (1.5)   Group Counselling
ED-D 519N      (1.5)   Diversity, Culture and Counselling
ED-D 561A      (1.5)   Methods in Educational Research
ED-D 597       (0.0)   Comprehensive Examination
ED-D 598       (1.5)   Project
Electives      (3.0)   to be chosen in consultation with student’s supervisor

TOTAL: 24.0 units

(b) M.A. Program
A minimum of 27 units of course work is required in the M.A. program, and includes a thesis and
      its oral
defense. Students choosing to conduct a thesis involving qualitative methodology are required to
complete ED-D 519B in addition to ED-D 560 and ED-D 561A. The program of studies includes the
following required courses:

ED-D 503       (1.5)   Program Development and Evaluation
ED-D 514       (1.5)   Assessment in Counselling
ED-D 522       (3.0)   Skills and Practice for Counselling
ED-D 523       (3.0)   Internship in Counselling
ED-D 518       (1.5)   Advanced Seminar in Theories of Counselling Psychology
ED-D 519C      (1.5)   Ethics and Legal Issues in Counselling
ED-D 519H      (1.5)   Career Development and Counselling Across the Life Span
ED-D 519L      (1.5)   Group Counselling
ED-D 519N      (1.5)   Diversity, Culture and Counselling
ED-D 560       (1.5)   Statistical Methods in Education
ED-D 561A      (1.5)   Methods in Educational Research
ED-D 599       (4.5)   Thesis
Electives      (3.0)   to be chosen in consultation with student’s supervisor

TOTAL: 27.0 units

In addition to offering core courses, both Master's programs allow students to focus on one of the
four areas:

       Trauma
       School/Higher Education Counselling
       Aboriginal Counselling
       Addictions

Program Length

The MEd. degree generally takes two years (a graduate academic year runs from September 1 st to
August 31st) of full-time study on campus to complete. The MA degree also requires a minimum of
two years of full-time study and often will require at least one additional semester to complete the
thesis. Community-based programs have a set time-line which varies depending on the type of
delivery model.
Practicum Guidelines (On-Campus)
Students are required to complete ED-D 522 and ED-D 523.

ED-D 522 provides basic counselling interventions with an emphasis on the therapeutic relationship
and includes extensive opportunity to role play and to self-reflect on role as counsellor and issues
related to boundaries and power. Students will experience sequenced skill training, with extensive
counselling simulation and supervision of practice in a field setting. The course includes direct
client contact under the supervision of a qualified professional with diverse client populations.

ED-D 523 provides intensive practice in advanced counselling techniques and approaches under
the direction of a professional counsellor in community settings. Lectures focus on case
presentations, models of consultation, supervisor-supervisee relationship, roles and responsibilities
of health professionals, counsellor identity, professional organizations, and record keeping.

In the on-campus program, the Counselling Program practicum instructors arrange practica. In
community-based programs, the practicum instructors do not have the ability to do so. Therefore,
the onus is on the applicant to find their own practicum placement.

Practicum Placement Requirements:
1. Approval and support from the setting director.
2. Master’s level supervisor with sufficient time for supervision.
3. Readily available client population.
4. Regular office space in which to work.

Note: Students are expected to hand in practicum logs every two weeks during their practicum. If
reports are not received in a timely fashion, it will be assumed that you have not been able to
complete hours during those two weeks. It is up to the discretion of the practicum coordinator to
decide whether to count any hours acquired during those two weeks.

Note: Students will be blocked from registering for ED-D 523 if all paperwork and assignments
from ED-D 522 are not submitted.

Facilitation Practicum (On-Campus):

Several facilitation practica (ED-D 524) are available each term through ED-D 414 and ED-D 417
instructors. Students are strongly encouraged to take one facilitation practicum during their
program. Facilitation practica assist students to integrate the theory and practice of helping; to
further develop skills through modeling, observing, and coaching helping techniques and
microskills; to hone written and verbal feedback skills; to learn and experience group facilitation
(ED-D 414); to enhance understanding of relationship and group processes; to be exposed to and
to experience (if interested) teaching; and to prepare for future work as trainer, facilitator,
instructor, and supervisor. Please contact Dr. Tim Black for further details.

Comprehensive Examination
For those students in the on-campus M.Ed. program comprehensive examinations are written at
specific times: early December, early April, and late July.


                                EPLS - Academic Grading Policy
                                  Taken from the UVic website:

1. In assigning grades at the graduate level, the following guidelines should be followed:

A+        Unusually superior scholarship, incorporating originality. Complete mastery of subject

A         Superior scholarship showing complete comprehension and synthesis of the subject

A-        Excellent scholarship showing complete comprehension and sound application of

B+        Very good scholarship showing sound comprehension and good application of

B         Satisfactory scholarship, some lack in comprehension and application of subject matter.

B-        Marginally graduate performance, noticeable gaps in knowledge or ability. Concerns
          about understanding and competency.

<B-       Unsatisfactory (i.e., student's status must be reviewed by the supervisory committee of
          the student and a recommendation for continuation be made to the Dean).


Financial Aid
The University of Victoria awards a limited number of Graduate Fellowships for full-time study. No
duties are involved. The awards are competitive and are based on academic standing. All
students admitted to the program who were assessed with a 7.0 or higher GPA will be considered.
Applicants should be aware that these fellowships and awards are highly competitive and having
the minimum 7.0 GPA does not guarantee funding.

Information on additional scholarships and awards that students in the Faculty of Education are
eligible for will be made available to all students in mid-summer. Amounts, application procedures,
eligibility and adjudication varies; Admitted and continuing students will be made aware of
opportunities as they become available.
Paid assistantships (research and teaching) are available within the department of Educational
Psychology & Leadership Studies to a limited number of qualified students. The number of
teaching and research assistantships varies yearly. In recent years these forms of student support
have received additional funding through the Academic Income Supplement (AIS) program. For
information, contact individual professors and the Department Chair. For further information on
awards for graduate study please refer to the University Calendar.
The Work Study Program is funded by the University of Victoria Student Awards and Financial Aid
department. The objective of the program is to provide additional financial assistance through on-
campus part-time employment opportunities for students who have documented financial need.
The Work Study Program runs from September to April of each academic year and students may
earn up to a maximum of $3,400 for this 8 month period. Students may only hold one work study
position at one time. Additional information is available online at
In the past, counselling students have received funding from sources such as the Social Sciences
and Humanities Research Council (SSHRC), Canadian Institute for Health Research (CIHR) and
others. MA students should consult with their supervisor to discuss application procedures.

                                General Comments & Resources

This Handbook is only one of a number of documents of which students and faculty should be
familiar. The contents of the following documents should be reviewed as well:

From the Department of Educational Psychology and Leadership Studies
Handbook for Graduate Studies and Faculty Supervisors

From the Graduate Admissions & Records
Guidelines for the Preparation of Master's Theses and Doctoral Dissertations

From the Registrar's Office:
University of Victoria Calendar
University of Victoria Registration Guide

Counselling Psychology Journals Online - Links:

Follow these links for comprehensive listings of counselling-related journals

PsychWatch Website:

The Journal of Integral Counselling and Psychotherapy:

UVIC Links of Interest

   Educational Psychology and Leadership Studies Home Page -

   Student Awards and Financial Aid -

   Graduate Admissions and Records -

   Graduate Students Society -

Professional Associations:

   BCACC -

   Canadian Council of Professional Psychology Programs -

   Canadian Counselling Association -

   Association for Counselor Education and Supervision -

   The American Counseling Association -

   American Mental Health Counselors Association (AMHCA) -
       o More links to counselling-related associations in Canada and world-wide

   International Society for Traumatic Stress Studies -

Other Internet Resources :

   Canadian Career Development Foundation -

   Canadian School Counsellor Resource Page -

   Contact Point: A Canadian Website Dedicated to the Professional Development Needs of Career
    Counsellors -

   Internet Mental Health -

   National Institute of Mental Health Home Page -

   School Psychology Resources Online -

   Website for Counselor Educators and Supervisors -

   Counseling Student Virtual Pamphlet Collection -

   Marriage and Family Therapy Resources -

   APA Style Manual Link -

 -


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