ubc social work phd

• Bachelor of Social Work
• Master’s Program
• PhD Program
• Undergraduate Practicum
• Graduate Practicum
• Field Instructors & Community Partners
• Student Association
• Equity & Inclusion
• Job Opportunities

[buttons][button link_text="Term 2 Timetable" link_url="https://socialwork.ubc.ca/wp-content/uploads/sites/32/2024/01/Posted-Schedule-2023-24W.pdf"][/buttons]

SOCIAL WORK

Introduction to Social Welfare

SOWK 200 2020 W Credits: 3

An introduction to the perspectives, concepts and theoretical foundations of social welfare, including an analysis of the institutional structures of social welfare in the modern state.

DE KERCKHOVE, PASCALE

SOWK 200 2021 W Credits: 3

SOWK 200 2022 W Credits: 3

SOWK 200 2023 W Credits: 3

Introduction to Social Work Practice

SOWK 201 2020 W Credits: 3

An introduction to the knowledge, skills and values of social work practice in its many forms, emphasizing different ways of understanding the context of social and personal problems.

MONTGOMERY, HARPELL

SOWK 201 2021 W Credits: 3

KIA, HANNAH

SOWK 201 2022 W Credits: 3

SOWK 201 2023 W Credits: 3

ZAMAN, SHAMEELA

Topics in Social Work Practice I - SOWK PRACTICE I

SOWK 305C 2020 W Credits: 3

Examinations of the foundation, knowledge and competencies underlying various topics in generalist social work practice. Enrolment is limited to students in the B.S.W. program

MA, JENNIFER

SOWK 305C 2021 W Credits: 3

CHARLES, GRANT

SOWK 305C 2022 W Credits: 3

BAINES, DONNA

SOWK 305C 2023 W Credits: 3

PHILLIPS, COLIN

SOWK 305G 2020 W Credits: 3

NIGHTBIRD, MARIE

SOWK 305G 2021 W Credits: 3

DEL VECCHIO, RHEA

SOWK 305G 2022 W Credits: 3

SOWK 305G 2023 W Credits: 3

SOWK 305I 2020 W Credits: 3

ALLISON, KELLY

SOWK 305I 2021 W Credits: 3

SOWK 305I 2022 W Credits: 3

SOWK 305I 2023 W Credits: 3

Interviewing Skills - INTERVIEWING SKL

SOWK 310A 2020 W Credits: 6

Communication theory and interviewing skills and their application to the Social Work interview. Enrolment is limited to students in the BSW program.

CHARLES, GRANT | NIGHTBIRD, MARIE | ALLISON, KELLY

SOWK 310A 2021 W Credits: 6

SOWK 310A 2022 W Credits: 6

SPENCE, THOMAS | NIGHTBIRD, MARIE | ALLISON, KELLY

SOWK 310A 2023 W Credits: 6

Practicum I

SOWK 315 2020 S Credits: 6

A supervised practicum in an assigned social service, two days a week throughout the program year. Limited to students in the B.S.W. program. This course will be graded Pass/Fail.

SOWK 315 2020 W Credits: 6

ONO, ERIKA | KIA, HANNAH | DEL VECCHIO, RHEA

SOWK 315 2021 S Credits: 6

SOWK 315 2021 W Credits: 6

YAN, MIU CHUNG | PALOMINO, OLIVIA | DEL VECCHIO, RHEA

SOWK 315 2022 S Credits: 6

KYBA, NADIA

SOWK 315 2022 W Credits: 6

COULOMBE, ANTOINE | PALOMINO, OLIVIA | MONTGOMERY, HARPELL

SOWK 315 2023 S Credits: 6

SOWK 315 2023 W Credits: 6

MONTGOMERY, HARPELL | WILSON, TINA | COULOMBE, ANTOINE

Integrative Seminar in Social Work Theory, Policy and Practice

SOWK 316 2020 S Credits: 3

Integrates students' learning from field, practice, policy and theory courses for the purposes of professional development.

SOWK 316 2020 W Credits: 3

SOWK 316 2021 S Credits: 3

SOWK 316 2021 W Credits: 3

SOWK 316 2022 S Credits: 3

SOWK 316 2022 W Credits: 3

SOWK 316 2023 S Credits: 3

SOWK 316 2023 W Credits: 3

Indigenous Peoples and Critical Social Work Analysis

SOWK 325 2020 W Credits: 3

Contemporary social issues facing Indigenous peoples and communities examined in the context of the history of Settler-Canadian/Indigenous relations; the impact of Settler-Canadian institutions upon Indigenous peoples; implications for social policy and social work practice. Credit will be granted for only one of SOWK 325 or 425. Enrolment is limited to students in the BSW program.

NIGHTBIRD, MARIE | KOBLE, JENNIFER-LEE

SOWK 325 2021 W Credits: 3

NIGHTBIRD, MARIE | DUPUIS-ROSSI, RIEL

SOWK 325 2022 W Credits: 3

SOWK 325 2023 W Credits: 3

Topics in Social Analysis for Social Work Practice

SOWK 335 2020 W Credits: 3

Theoretical considerations of relevance to social work practice.

COULOMBE, ANTOINE

SOWK 335 2021 W Credits: 3

SOWK 335 2022 W Credits: 3

SOWK 335 2023 W Credits: 3

Culture and Race in Social Work Practice

SOWK 337 2020 W Credits: 3

Issues and problems inherent in practising social work in diverse cultural settings.

WATERMEYER, TSERING

SOWK 337 2021 W Credits: 3

MANGILA-NGUYEN, MARIA

SOWK 337 2022 W Credits: 3

LEE, BARBARA

SOWK 337 2023 W Credits: 3

Canadian Social Policy

SOWK 400 2020 W Credits: 3

Analysis of race, gender, class and culture as factors in the distribution and delivery of Canadian social benefits and social services.

STAINTON, TIMOTHY

SOWK 400 2021 W Credits: 3

SOWK 400 2022 W Credits: 3

CARAGATA, LEA

SOWK 400 2023 W Credits: 3

Social Work Practice II

SOWK 405 2020 W Credits: 3

This course examines the principles of optimal social work process with individuals, small groups, families and larger collectivities.

SOWK 405 2021 W Credits: 3

MAKOLEWSKI, JACK

SOWK 405 2022 W Credits: 3

SOWK 405 2023 W Credits: 3

Practicum II

SOWK 415 2020 S Credits: 6

A supervised practicum in an assigned social service, two days a week throughout the program year. Enrolment is limited to students in the B.S.W. program. This course will be graded Pass/Fail.

SOWK 415 2020 W Credits: 6

CARAGATA, LEA | KRUK, EDWARD ANDREW | COULOMBE, ANTOINE

SOWK 415 2021 S Credits: 6

SOWK 415 2021 W Credits: 6

SPENCE, THOMAS | KYBA, NADIA | COULOMBE, ANTOINE

SOWK 415 2022 S Credits: 6

SOWK 415 2022 W Credits: 6

DEL VECCHIO, RHEA | COULOMBE, ANTOINE | KYBA, NADIA

SOWK 415 2023 S Credits: 6

SOWK 415 2023 W Credits: 6

CHARLES, GRANT | MILLS, SYDNEY | KYBA, NADIA

Advanced Integrative Seminar in Social Work Theory, Policy and Practice

SOWK 416 2020 S Credits: 3

Development of professional judgement, evaluation, and self-evaluation in practice.

SOWK 416 2020 W Credits: 3

SOWK 416 2021 S Credits: 3

SOWK 416 2021 W Credits: 3

SOWK 416 2022 S Credits: 3

SOWK 416 2022 W Credits: 3

SOWK 416 2023 S Credits: 3

SOWK 416 2023 W Credits: 3

Introduction to Social Work Research

SOWK 420 2020 W Credits: 3

Theory and conduct of social research as applied to social welfare and social work practice. Development of social work research questions and design of studies. Enrolment is limited to students in the B.S.W. program, except by permission of the school. Credit will be granted for only one of SOWK 420 or 320.

MARSHALL, SHEILA

SOWK 420 2021 W Credits: 3

SOWK 420 2022 W Credits: 3

SOWK 420 2023 W Credits: 3

Special Studies in Social Work - SPEC STDS SOWK

SOWK 430A 2021 W Credits: 3

Lectures, seminars and/or individual tutorials to develop knowledge and skills in relation to a defined theory, policy or practice problem or client population. Enrolment is limited to students in the B.S.W. program, except by permission of the School.

SOWK 430A 2022 W Credits: 3

Integrative Seminars in Social Work - INTGRTV SEM SOWK

SOWK 440B 2020 W Credits: 3

A series of seminars offered during the final term of studies which address salient issues in social policy and social work practice and draw upon combined knowledge from social work and related disciplines.

IBRAHIM, MOHAMED

SOWK 440B 2021 W Credits: 3

SOWK 440B 2022 W Credits: 3

SOWK 440B 2023 W Credits: 3

SOWK 440C 2020 W Credits: 3

SOWK 440C 2022 S Credits: 3

SOWK 440C 2023 W Credits: 3

SOWK 440H 2020 S Credits: 3

DAVIS, SIMON

SOWK 440H 2021 S Credits: 3

SOWK 440H 2022 S Credits: 3

SOWK 440H 2023 S Credits: 3

SOWK 440J 2020 S Credits: 3

SOWK 440J 2021 S Credits: 3

SOWK 440J 2022 S Credits: 3

SOWK 440J 2023 S Credits: 3

SOWK 440K 2020 W Credits: 3

SOWK 440K 2021 W Credits: 3

SOWK 440K 2022 W Credits: 3

SOWK 440K 2023 W Credits: 3

SOWK 440Q 2020 W Credits: 3

SOWK 440Q 2021 W Credits: 3

SOWK 440Q 2022 W Credits: 3

SOWK 440Q 2023 W Credits: 3

Social Context of Child Development

SOWK 441 2020 W Credits: 3

The ways in which the familial, physical, and social environment effects the life structures, opportunities and outcomes of epigenetic developmental processes.

SOWK 441 2021 W Credits: 3

SOWK 441 2022 W Credits: 3

SOWK 441 2023 W Credits: 3

Policy and Practice in Child Welfare

SOWK 442 2020 W Credits: 3

Covers the statutory bases and practices associated with the continuum of child welfare services from prevention through permanency planning.

SOWK 442 2021 W Credits: 3

SULLIVAN, T. RICHARD

SOWK 442 2022 W Credits: 3

SOWK 442 2023 W Credits: 3

Social Work Practice in Community Mental Health

SOWK 450 2020 W Credits: 3

Online course providing overview of social work services to persons with a mental illness.

SOWK 450 2021 W Credits: 3

SOWK 450 2022 W Credits: 3

SOWK 450 2023 W Credits: 3

Disability and Justice

SOWK 453 2020 W Credits: 3

This Interprofessional Health and Human Service (IHHS) course considers how health and human service professionals can effectively practice with people with disabilities from a social justice perspective. Social and personal context and practice responses are examined. Offered as IHHS 407 prior to September 2015. Credit will be granted for only one of SOWK 453 or IHHS 407.

SOWK 453 2021 W Credits: 3

SOWK 453 2023 S Credits: 3

Social Work Practice in Addictions

SOWK 521 2020 W Credits: 3

KRUK, EDWARD ANDREW

SOWK 521 2021 W Credits: 3

SOWK 521 2022 W Credits: 3

SOWK 521 2023 W Credits: 3

Family Mediation and Conflict Resolution

SOWK 522 2020 W Credits: 3

Social Services Management - SO SRV MGMT

SOWK 524A 2021 W Credits: 3

SMITH, CARRIE

SOWK 524A 2022 W Credits: 3

WILSON, TINA

Advanced Social Work Practice: Mental Health

SOWK 525 2020 W Credits: 3

MORRIS, RAE

SOWK 525 2021 W Credits: 3

SOWK 525 2022 W Credits: 3

SOWK 525 2023 W Credits: 3

Social Work Practice with Individuals and Couples - INDIVDUALS&CPLS

SOWK 526A 2020 W Credits: 3

BRATIOTIS, CHRISTIANA

SOWK 526A 2021 W Credits: 3

SOWK 526A 2022 W Credits: 3

SOWK 526A 2023 W Credits: 3

Social work Practice with Groups - GROUPS

SOWK 528A 2020 W Credits: 3

SOWK 528A 2021 W Credits: 3

SOWK 528A 2022 W Credits: 3

SOWK 528A 2023 W Credits: 3

Communities and Social Development: Debates, Approaches and Fields of Practice - CMNTY & SC DEV

SOWK 529A 2020 W Credits: 3

SOWK 529A 2022 S Credits: 3

SOWK 529A 2023 W Credits: 3

Social Work Practice in the Field of Aging

SOWK 531 2020 W Credits: 3

O'CONNOR, DEBORAH

SOWK 531 2021 W Credits: 3

SOWK 531 2022 W Credits: 3

SOWK 531 2023 W Credits: 3

WONG, LOK YI

Social Work Practice with the Family - THE FAMILY

SOWK 532A 2020 W Credits: 3

SOWK 532A 2021 W Credits: 3

SOWK 532A 2022 W Credits: 3

SOWK 532A 2023 W Credits: 3

Master's Thesis - MSTR THESIS

SOWK 549A 2020 W Credits: 6

SOWK 549A 2021 W Credits: 6

SOWK 549A 2022 W Credits: 6

Social Work and Social Justice

SOWK 550 2020 W Credits: 3

COULOMBE, ANTOINE | MONTGOMERY, HARPELL

SOWK 550 2021 W Credits: 3

SOWK 550 2022 W Credits: 3

SOWK 550 2023 W Credits: 3

Health and Social Care Praxis

SOWK 551 2020 W Credits: 3

ROBITAILLE, TERESA | SAUER, JACLYN | ALLISON, KELLY

SOWK 551 2021 W Credits: 3

SOWK 551 2022 W Credits: 3

ROBITAILLE, TERESA | SAUER, JACLYN | CARTER, CATHERINE

SOWK 551 2023 W Credits: 3

ROBITAILLE, TERESA | SAUER, JACLYN | STANIELEWICZ, AGATA

Quantitative Methods in Social Work Research - RSCH-QUANT MTHDS

SOWK 553C 2020 S Credits: 6

SOWK 553C 2020 W Credits: 6

SOWK 553C 2021 W Credits: 6

SOWK 553C 2022 W Credits: 6

SOWK 553C 2023 W Credits: 6

Qualitative Methods in Social Work Research - RSCH-QUALT MTHDS

SOWK 554C 2020 W Credits: 6

YAN, MIU CHUNG | DAVIS, SIMON

SOWK 554C 2021 W Credits: 6

YAN, MIU CHUNG | LEE, BARBARA

SOWK 554C 2022 W Credits: 6

BAINES, DONNA | LEE, BARBARA

SOWK 554C 2023 W Credits: 6

MANGILA-NGUYEN, MARIA | LEE, BARBARA | O'KANE, MICHELLE

Advanced Integrative Seminar

SOWK 559 2020 S Credits: 3

Advanced development of professional judgment, critical reflection, and integration of theory, practice, research, policy.

SOWK 559 2020 W Credits: 3

IBRAHIM, MOHAMED | O'CONNOR, DEBORAH

SOWK 559 2021 S Credits: 3

SOWK 559 2021 W Credits: 3

SOWK 559 2022 S Credits: 3

SOWK 559 2022 W Credits: 3

IBRAHIM, MOHAMED | WILSON, TINA

SOWK 559 2023 S Credits: 3

SOWK 559 2023 W Credits: 3

IBRAHIM, MOHAMED | KIA, HANNAH

Directed Field Studies in Social Work II - DIR FLD STUDIES

SOWK 560C 2020 S Credits: 6

SOWK 560C 2020 W Credits: 6

SOWK 560C 2021 S Credits: 6

SOWK 560C 2021 W Credits: 6

SOWK 560C 2022 S Credits: 6

SOWK 560C 2022 W Credits: 6

SOWK 560C 2023 S Credits: 6

SOWK 560C 2023 W Credits: 6

Directed Studies in Social Work

SOWK 570 2020 S Credits: 3

BRATIOTIS, CHRISTIANA | CHARLES, GRANT

Directed Studies in Social Work - DIRECTED STUDY

SOWK 570A 2021 W Credits: 3

SOWK 570A 2022 S Credits: 3

SOWK 570B 2021 W Credits: 3

SOWK 570B 2022 W Credits: 3

SOWK 570B 2023 W Credits: 3

SOWK 570D 2021 W Credits: 3

SOWK 570D 2022 W Credits: 3

SOWK 570D 2023 W Credits: 3

SOWK 570E 2021 W Credits: 3

SOWK 570E 2022 W Credits: 3

SOWK 570H 2023 S Credits: 3

International Social Development

SOWK 571 2020 S Credits: 3

SOWK 571 2021 S Credits: 3

SOWK 571 2022 S Credits: 3

SOWK 571 2023 S Credits: 3

Social Work Doctoral Seminar

SOWK 601 2020 W Credits: 3

Critical examination of research, teaching, proposal writing and publication.

SOWK 601 2021 W Credits: 3

SOWK 601 2022 W Credits: 3

BRATIOTIS, CHRISTIANA | CARAGATA, LEA

SOWK 601 2023 W Credits: 3

Social Theory, Ideology and Ethics

SOWK 621 2020 W Credits: 3

Critical analysis of major social theories, differentiating competing approaches to understanding human behaviour; social theory, social ideology, and social ethics.

YAN, MIU CHUNG

SOWK 621 2021 W Credits: 3

SOWK 621 2022 W Credits: 3

SOWK 621 2023 W Credits: 3

Advanced Qualitative Inquiry

SOWK 654 2020 W Credits: 3

SOWK 654 2021 W Credits: 3

SOWK 654 2022 W Credits: 3

SOWK 654 2023 W Credits: 3

Doctoral Dissertation

SOWK 699 2021 S Credits: 0

SOWK 699 2021 W Credits: 0

SOWK 699 2022 S Credits: 0

SOWK 699 2022 W Credits: 0

SOWK 699 2023 S Credits: 0

SOWK 699 2023 W Credits: 0

• Gender, Race, Sexuality & Social Justice
• Critical Studies in Sexuality
• Opportunities
• Master’s Program

PhD Program

• Areas of Focus
• Awards & Scholarships
• Publications
• Research Networks
• Student Journals
• Noted Scholars Video Vault
• Lecturer Position available at the Institute for Gender, Race, Sexuality and Social Justice
• 2023 Summer Sessional Lecturer

The PhD in Gender, Race, Sexuality and Social Justice is a unique interdisciplinary program.

At GRSJ you can explore your interests in diverse areas while employing feminist, intersectional, and decolonizing methodologies. Our program is flexible to accommodate your individual needs.

At present, the PhD program has 25 students in residence. Each year we receive between 140-160 applications and we accept two to three new students to the program.

Students entering the PhD program take a minimum of 12 credits of coursework at the 500 level. Students who have already done comparable coursework should discuss this with the graduate program chair.

Depending on their academic backgrounds, students may be required to take additional coursework (in addition to the minimum 12 credits) at the discretion of the Supervisory Committee and in consultation with the Graduate Program Chair and Advisor.

PhD programs of study are individually planned in consultation with the research supervisor and the Supervisory Committee, and as approved by the Graduate Program Chair and Advisor.

Students must complete all requirements for candidacy (course work, comprehensive exams, and prospectus) ideally within 24 months of entering the PhD program and no later than 36 months.

Students take the following core courses in the first year:

• GRSJ 500 (3) Intersectional Issues in Social Justice and Equality Studies: A two-term seminar organized around the bi-weekly Wednesday Lecture Series and faculty seminars required for first-year MA and PhD students
• GRSJ 502 (3) Issues in Gender, Sexuality and Critical Race Theories: Introduces students to key issues at the intersection of queer, trans, feminist and critical race theories and students will examine various cultural texts (eg, fiction, film) and new models of academic and cultural engagement with radical democratic politics.
• GRSJ 515A (3) Critical and Creative Social Justice Studies Seminars: Learning, research, and practice opportunities for students interested in creating artistic work that engages with critical tools and formulations developed in critical racial and anti-colonial, feminist, queer, and trans* social justice work. This series of instructor-led seminars provide students with the opportunity to study with GRSJ core and associate faculty, UBC faculty, academics, artists, and activists from Vancouver, Canada, and other parts of the world.
• GRSJ 501 (3) Issues in Decolonizing and Feminist Methodologies: Explores approaches to decolonizing and feminist methodologies using multiple qualitative approaches, including ethnography, interviewing, oral history, textual and archival analysis. The goal of the course is to discuss epistemological and ethical methodological issues and produce a draft proposal.

Electives (3 credits) chosen from graduate courses offered by the Institute or another UBC department.Electives must have the approval of the research supervisor.

Students may choose one of the following GRSJ graduate course:

• GRSJ 511 (3) Difficult Knowledge: Ethics and Praxis of Research in Challenging Settings: An interdisciplinary seminar considering ethics and praxis of working with difficult knowledge, such as highly divisive questions of memory and responsibility in the context and aftermaths of oppression and mass violence.
• GRSJ 503 (3-9) Special topics: These courses vary in focus.
• GRSJ 505 (3-6) Directed Reading: Undertaken with the supervision of a faculty member selected by the student, with the approval of the Graduate Advisor. Further details about Directed Readings course is available here .

Graduate courses from other UBC departments may be taken as electives.

Undergraduate courses are not eligible for credit towards a PhD program.

Comprehensive Exams

A comprehensive examination is required by the Faculty of Graduate and Postgraduate Studies in all doctoral programs. The examination is intended to further develop and assess the student’s breadth and in-depth knowledge of the discipline, their ability to conduct independent and original research, and their degree of preparation for their dissertation research. The student will write the comprehensive exam essays over 6 weeks and the committee will read these essays over 3 weeks. An Oral Critique must follow within 4 weeks of completion of the essays.

The examination consists of essays written in response to questions posed by the supervisory committee and Oral Critique. We encourage a model whereby questions are decided upon jointly with the student. It is expected that the two written essays will be completed and submitted during the same 6-week period.

Exam Process

At the beginning of the exam process, the student and supervisor should develop a ‘terms of reference’ that will be shared and agreed upon by the entire Supervisory Committee. The terms of reference will outline the goals of the exam, the topics and chosen subfields for the exam, as well as the written products, relevant timelines and any other details that will help to clarify expectations. For instance, this may take the form of a letter or agreement or it may be elaborated as headnotes introducing each reading list and the questions or goals to be pursued in the list, accompanied by timeline.

After developing the examination questions in consultation with the Supervisory Committee and the student, the Supervisor will submit the examination questions to the graduate program assistant and to the student. The examination questions are based upon the terms of reference, the reading lists and the research plan shared in conversation or writing between the student and individual members of the committee.

Reading Lists

Students must meet with their supervisory committee at the end of Year 1 (or the beginning of Year 2) to finalize the qualifying exam's reading lists. Once finalized, the lists should be shared with the CGS and graduate program assistant no later than September 30th of the second year.

Each reading list typically consists of no more than 50 items (including articles, chapters, and a maximum of 30 books) for a total of 150 items.

Lists 1 and 2

In consultation with the supervisor and supervisory committee, the student determines two reading lists that will form the comprehensive exams. The reading lists intend to allow the student to situate themselves as scholars in the chosen fields and provide evidence of depth and breadth of knowledge in relevant scholarship. Some students decide to organize the exam materials around a primary field with a secondary field comprised of methods or theory lists or relevant historical materials; others propose approaching a single research question through two lists in different disciplines. In an interdisciplinary environment such as ours, it is expected that exam lists will be tailored to the individual project.

Social Justice Reading List (SJRL)

The Social Justice Reading List is a list of core, often foundational, works that we at the Institute consider essential to our work and scholarship for social justice. It is not a canon nor a comprehensive bibliography; rather, it represents a snapshot of who we are and what we find most compelling and necessary. The list aims to give graduate students the same knowledge base and assist in situating their intellectual roots and scholarship.

This library is gathered by the GRSJ faculty, who each contribute 5-10 texts they consider essential for social justice work in their fields and/or in their research. Several of the readings included on the list are also mandatory in GRSJ core courses.

Students are expected to consult the list and incorporate in the written and the orals components of the comprehensive exams, texts from the list. Please note:

1. Ensure you discuss with your supervisor and committee members your plan to include some texts from the list in your exams

2. There are three readings lists (2 you create in consultation with your committee and the SJ Reading list created by faculty) but only two exams.

The Candidacy Papers

The supervisor forwards the approved questions to the student by e-mail on the morning of the first day of the 6-week exam period. The student chooses two questions for two essay responses. The essays are 20-25 pages (double-spaced) each (not inclusive of endnotes and bibliography). The writing process is non-consultative, which means that committee members do not read drafts although they may discuss concepts and texts during this period. A copy should be submitted to each of the supervisory committee members (paper or electronic, depending on their preference) and an electronic copy submitted to the graduate program assistant for the student record.

The committee has 3 weeks to read the essays, to determine a Pass/Fail and to agree to continue to the Oral Critique, which may be held at any time in the 4 weeks after the completion of the comprehensive exam essays. A student must pass the written exam in order to continue on to the Oral Critique.

It is expected that students will successfully complete these exams by April of the second year. The timeline enables a student to complete the comprehensive exam successfully in a single term.

An example:

• Week 2 - questions released
• Week 8 - essays submitted
• Week 11 - pass
• Week 12 - oral critique

Committee members must be consulted about the timeline in advance of the exam. Committees and students may decide to release the questions during the summer or over the winter break, in which case the timeline would vary.

• August - questions released
• Week 2 - essays submitted
• Week 5 - pass
• Week 6 - oral critique

The supervisory committee will read the papers within three weeks; the oral critique must take place within four weeks of completing the exam. While no grade is assigned, the committee must deem them "satisfactory" or "unsatisfactory." To earn the status of "satisfactory," the written exams must be deemed first class (80%).

The supervisor must communicate the committee's evaluation to the chair of graduate studies and the Program Assistant. Criteria for success will be clear evidence of wide reading, knowledge of the relevant literature, sophisticated critical and interpretive skills, and the capacity to conceptualize issues. Additionally, we look for the critical assessment or reading of a field that leads to field intervention.

Students may write each of the papers only twice. If the first attempt is deemed "unsatisfactory," the student will be permitted to revise in a second attempt to be made within four to six weeks of the committee's response to the first attempt. Any second attempt should respond to the committee's comments and criticisms on the first versions of the papers. Failure to pass a second attempt at the written will result in a recommendation to the Dean of the Faculty of Graduate and Postdoctoral Studies that the student should withdraw from the program

Oral Critique

An oral critique will follow success on both papers within four weeks of submitting the papers. Usually, the student opens the meeting with a short presentation of the research. This may take the form of an auto-critique, directions for the prospectus or discoveries made in the writing. The two papers are discussed at this time. During this critique, the committee may raise questions pertaining to the papers, the full scope of the field/s as represented by the reading lists, and the particular research that the student expects to develop.

As with the written portion of the exam, the student's performance must be judged to be "satisfactory" to proceed to the next stage of the candidacy process. Should the oral critique be deemed "unsatisfactory" by two or more of those present, the student must retake the oral critique before the end of the second week of the following term.

If the student's second performance is deemed "unsatisfactory" by two or more committee members, the student and the student's supervisor will discuss the matter with the chair of graduate studies. While no student will be asked to leave the program at this stage, no student can advance to candidacy without attempting the candidacy papers.

We encourage students and the comprehensive exam committee to view the Oral Critique also as an important time to refine the work in progress and to suggest avenues for the prospectus. The supervisor will notify the chair of graduate studies and the program assistant of the date of successful completion of the comprehensive exams.

The essays written during the qualifying process are preparatory for the prospectus, which is driven by the student’s own research program, laying out specific details of the expected contributions of the work, program of research, and significance of its field intervention.

Sample Timeline

• Year 1, Term 1: 3 Courses, Term 2: Lists + 1 Course. Establish your committee
• Year 2, Term 1: Written and Oral Comprehensive Examination. Term 2: Prospectus
• Year 3, Research Writing
• Year 4, Writing dissertation

Dissertation Prospectus

This will build on the groundwork laid by the comprehensive exams. It develops an argument proposing the direction in which the student expects the research to develop.

The prospectus, prepared in consultation with the supervisory committee, should be submitted to the Chair of Graduate Studies and Graduate Program Assistant, with the full approval and the signatures of all members of the supervisory committee, ideally within 24 months of entering the PhD program and no later than 36 months.

The prospectus must make good sense to academics outside the area of specialization. It should, accordingly, include relevant explanation and detail at every stage; it is closer to a grant application or book prospectus than a research essay.

The prospectus should be approximately 20-25 pages, double-spaced, and should contain three components:

• Description and justification: This section should articulate the "why" and the "what" of the thesis as clearly as possible. The prospectus should situate the thesis in its field, showing how it develops or departs from previous research and what the writer hopes it will contribute. The prospectus should also spell out the theoretical framework of the thesis.
• Plan: The prospectus is not necessarily a detailed blueprint, and it allows for changes of direction. Students need not anticipate precise conclusions to inquiries. However, the prospectus is to clarify the overall organization of the thesis as envisaged at this point in terms of its main stages of inquiry and the chief texts/topics/data to be addressed.
• Bibliography : As a research tool, this bibliography is crucial because it locates the thesis in its field. The bibliography should be a carefully developed component of the prospectus.

The prospectus approval will be determined to criteria such as the originality and value of the project, quality of research, and preparation care.

PhD Candidacy

PhD students achieve candidacy when they have:

• Completed all required coursework
• Passed the comprehensive examinations (both written and oral)
• Completed a dissertation proposal and had it approved by their supervisory committee

The program assistant must be notified by the supervisor of successful completion of the comprehensive exams and the proposal. The Institute will then notify the Faculty of Graduate and Postdoctoral Studies of the date candidacy was achieved.

Having achieved candidacy, students can begin work on the dissertation, the culmination of the PhD program.

Be sure to familiarize yourself with the Faculty of Graduate and Postdoctoral Studies website, as it contains many resources that will be useful as you move through your program: https://www.grad.ubc.ca/current-students

Dissertation

The dissertation marks the culmination of the PhD program. It is an original and independent research project that contributes to knowledge in a special area selected by the student. The student will discuss data and authorship handling with the supervisor per UBC policies of scholarly integrity and inventions and discoveries.

The final doctoral examination guide will guide you through the process of preparing for your oral defense and formatting and submitting your dissertation. You should read the guide completely well in advance and prepare a timeline and a plan of action, using its planning tools and checklist, for discussion with your supervisory committee.

Supervision

PhD students are assigned an Advisor when admitted. The Pro Tem Advisor will assist the students in forming a study program and may become the student’s research supervisor for comprehensive exams and thesis, but that is not always the case.

Our graduate students draw on the institute’s core faculty to serve as supervisors and committee members and may have faculty associates serve as committee members. Please note that faculty must hold the rank of Assistant Professor, Associate Professor, or Professor to supervise graduate students.

By the end of their second term in the program, students should have established a supervisory committee (supervisor and at least two members) The supervisor should be an expert in the student’s field and a GRSJ faculty member or associate. Where appropriate, the student may change supervisor or committee members with permission from the chair of graduate studies (CGS). Students should think very carefully before attempting to change topics of study (particularly as this has implications for supervision, committee membership, and so forth). It is the student’s responsibility to find new supervision should a change be approved.

After the conclusion of the comprehensive examinations, the student confirms the composition of the supervisory committee and discuss any changes with the Chair of Graduate Studies. For purposes of either the comprehensive exams or the dissertation prospectus and research, the supervisory committee may include a faculty member from another department and/or institution. Those who are not a member of the Faculty of Graduate and Postdoctoral Studies, or who are Faculty at another campus, will require formal approval . Development of the prospectus should involve those committee members who will be involved with the thesis to its conclusion.

Be mindful that your dissertation will require, also, an external reader, an expert in your field with whom you have not worked, and who will be chosen by your supervisor/committee. The external receives the dissertation in a complete form and only when the committee deems it finished and ready for external review.

While changes to the dissertation supervisor and committee members are possible, this is generally discouraged. Any changes require permission of the Chair of Graduate Studies.

Supervisory Committee, Composition

Quick Links

• Apply to UBC
• Canadian high school students
• International high school students
• International Baccalaureate students
• Advanced Placement students
• University or college transfer students
• Mature students
• Academic English development programs
• UBC Conditional Admission Program
• UBC-Langara Indigenous Transfer Partnership
• Plan for UBC
• Choose what to study
• First-year credit
• Write your personal profile
• Complete the application
• Disability-related considerations
• Submit your documents
• First-year study options
• Accept your offer
• Apply for a study permit
• Plan your finances
• Find a place to live
• Take care of your health and wellness
• Explore your academic options
• Plan your degree
• Register for your courses
• Get ready for UBC life
• What we look for
• Dates and deadlines
• How UBC determines your tuition fees
• What will your first year cost?
• Beyond Tomorrow Scholars Program
• Indigenous student awards
• Loran Awards
• Presidential Scholars Awards
• Schulich Leader Scholarships
• UBC Centennial Scholars Entrance Awards
• International Scholars
• Loans for Canadian and US students
• Awards for students with disabilities
• Funding for former youth in care
• Funding for veterans
• Financial schedule
• Living in residence
• Living off campus
• Interdisciplinary and innovative programs
• Sports and recreation
• Work programs
• Leadership and volunteering
• Clubs and societies
• Orientations
• Students with disabilities
• Arts and culture
• Indigenous students
• Former youth in care
• UBC stories
• Admissions Blog
• Campus tours
• Information sessions
• Student experience events
• School visits
• Student meetings
• Self-guided virtual tours
• Create an account
• Get your Guide

Social Work

Social work is a profession working for social justice at individual, family, organization, community, and societal levels through various knowledges, values, ethics, and skills. You'll gain the necessary skills, knowledge, ethics, and values to work in the different areas of social work intervention: direct practice , group work, and social community development.

Why this program?

• Learn about critical and transformative social work theory and practice toward social justice.
• Acquire skills in generalist and advanced professional social work practice, including field placements in diverse settings.
• Take core courses based on values of human dignity, social equity, social justice, and scholarship.

Program information

• Campus: Vancouver
• Length 2 yrs
• Co-op No You can combine your studies with full-time, paid work at top local and international organizations.
• Honours No You can study intense specialization in a single field.

Before applying for admission, you must have completed at least 60 credits of transferable academic post-secondary course work, including first year English (3 credits), SOWK 200 and 201 (or transferable equivalents), and 18 credits in the social sciences and humanities.

The Social Work program assists you in acquiring competencies in social service delivery in the context of decolonization and social justice. This includes pedagogical and practice frameworks aimed at addressing issues of power and discrimination based on age, race, gender, sexual orientation, class, culture, and other categories.

The educational objective of the program is to provide you with the knowledge, values, ethics, and skills necessary for an initial level of professional practice focusing on the interface between personal problems and public issues. The program includes courses on theory, policy, research, and practice.

It is a single, integrated program that is generally completed in two years on a full-time basis. The curriculum includes courses on theory, policy, research, and practice, and is complemented by integrative seminars, electives, and two field practicums.

The Bachelor of Social Work degree is accredited by the Canadian Association for Social Work Education (CASWE). Prospective international students should determine certification requirements in the country of their intended practice.

You have to complete 728 hours of practicum hours over two years in community based placements under the supervision of agency staff. These placements can be in and outside of the Lower Mainland, depending on availability and your learning needs and interests.

• Canadian Association for Social Work Education (CASWE)

Life at UBC's Vancouver campus

Social Work at UBC offers you the opportunity to assist people in need in the unique context of BC’s Lower Mainland and beyond. Our program is based on values of decolonizing social work practice toward social justice.

Your future

Professional social work practice in diverse settings including child protection, health and mental health, community development, and educational settings. Graduates work in countless public and private agencies and organizations in numerous capacities.

Program graduates

• Social worker, Ministry of Children and Family Development
• Indigenous cultural safety strategic lead and lead facilitator, Vancouver Coastal Health
• Social worker, Surrey Memorial Hospital

Related programs

You’ll find these pages helpful, deep dive into ubc programs and get a taste of campus life on snapchat, meet dr. wood, a groundbreaking researcher in hiv treatment, ready to choose your degree.

• Experiential Learning
• Human Subject Pool
• Student Associations
• Student Research
• PhD Program
• Behavioural Neuroscience
• Cognitive Science
• Developmental
• Quantitative Methods
• Social & Personality
• Opportunities
• Research Streams
• Participate
• Postdoctoral Research
• PSYC240: Research Experience
• Newsletters
• Pets of UBC Psych
• EDI Committee
• EDI Strategy, Goals & Initiatives
• EDI Involvement
• EDI Resources & Support
• EDI Funding
• EDI Research
• Diversity Mentorship Program
• Equity, Diversity, and Inclusion
• Psychology Clinic
• Community Pantry
• Job Opportunities
• Sustainability

Social & Personality

Experience in-depth training in the scientific study of social and personality processes in the field of psychology.

Students are expected to pursue the goals of research excellence, effective teaching, and scholarly breadth. Towards fulfilling these goals, graduate students engage in research from the outset of the program, first by working under the close supervision of an advisor and then by assuming a more independent role as specific research interests are formulated.

Program Overview

The social and personality program employs an “apprenticeship” model of research training in which students work closely with one or more faculty members. Students are encouraged to work on projects with people other than just their primary research supervisor(s). Each student is selected for his/her compatibility of research interests with one or more members of the social and personality faculty. The program is designed to expose students to social/personality research early in their graduate training and to equip them with the skills necessary for conducting their own high-quality research.

Graduate courses in the traditional areas of social and personality psychology are offered on a continuing basis and more specialized seminars are offered as well. Students are expected to take advantage of departmental courses and seminars in related interest areas such as clinical, cognitive, and developmental. Many students will take additional departmental courses in those statistical techniques most relevant to their research interests.

Coursework is selected in consultation with the student’s Advisory Committee, which comprises the student’s research supervisor and two additional faculty members chosen to assist in the student’s academic development. All students attend a weekly Social-Personality Seminar and give one research talk per year for as long as they are in the program.

Graduate students are encouraged to attend and present papers at international scientific meetings such as Society for Personality and Social Psychology, Canadian Psychological Association, American Psychological Association, Association for Psychological Science, and Western Psychological Association.

The MA program requires full-time resident study and should be completed within two years.

• 6 credits of Social/Personality core program courses
• 6 credits of statistics
• 3 credits of PSYC courses outside the Social/Personality area
• Thesis (18 credits)

In addition, certain students may be required to complete additional courses or other undertakings because of deficiencies in their preparatory background; these requirements are specified by the program in coordination with the Graduate Student Progress Committee in writing during the first term of the student’s residence in the program.

Note: Students completing the MA program must apply for acceptance into the PhD program; acceptance depends upon the quality of the master’s-level work.

PhD program (at least 12 credits)

Full academic year residency is required for PhD students until the attainment of candidacy.

• Comprehensive examination
• Dissertation

Core program courses

Social/Personality students must take at least four (3-credit) courses from the following list during their graduate studies (MA and PhD). Not all courses are offered each year, and other courses may be substituted on a case-by-case basis with approval from the student’s supervisor, area, and Associate Head, Graduate Affairs.

PSYC 507 – Cultural Psychology PSYC 512 – Psychology of Emotion PSYC 525 – Attitudes and Social Cognition PSYC 527 – Interpersonal Processes PSYC 528 – Advanced Methods in Social Psychology and Personality PSYC 529 – Special Topics in Social Psychology PSYC 567 – Personality Dimensions and Structure PSYC 569 – Contemporary Conceptual Issues in Personality PSYC 590 – Survey of Social Psychology I PSYC 591 – Survey of Social Psychology II

Because the GRE offers the same test to everyone, it is a way you can help balance out certain aspects of your application that may be weaker simply because of your circumstances. To give just a few examples, high GRE scores can help us see your application in another light if your school didn’t offer many research opportunities or if you could not maximize your research experience because you had to have a part time job; if your GPA reflects a period during which your performance was lower due to mental health; or if there is some other aspect of your application that is weaker in ways you cannot change now. As a result, we see GRE scores as a very valuable piece of information in your application.

At the same time, we also recognize that there may be reasons why, for some students, taking the GRE is impossible or nearly so. For this reason, while we strongly recommend including GRE scores, it is not officially required and you can apply without it.

• Doctor of Philosophy in Counselling Psychology (PhD)
• Graduate School
• Prospective Students
• Graduate Degree Programs

Canadian Immigration Updates

Applicants to Master’s and Doctoral degrees are not affected by the recently announced cap on study permits. Review more details

Go to programs search

The Counselling Psychology Program, in line with the mission of the research-intensive University of British Columbia, creates, advances and critically examines knowledge in counselling psychology, especially with respect to its validity, applicability, limits, and interface with other disciplines. In developing and applying pertinent and innovative research methodologies, the Counselling Psychology Program relies upon and builds qualitative and quantitative evidence to determine effective counselling interventions in educational, community, health, and occupational settings.

Our Doctoral Program is accredited by the Canadian Psychological Association and follows the scientist-practitioner model for the education of counselling psychologists: students receive a substantial education as both researchers and professional psychologists.  Designed for those with relevant experience who want to gain doctoral level competence, this program enhances research, counselling theory, and counselling skills.

For specific program requirements, please refer to the departmental program website

The program adheres to a scientist-practitioner model, which aligns with my values. Being in a program that emphasizes the importance of research and clinical practice informing each other and provides opportunities for students to grow in both areas was the fit I was looking for.

Christine Yu

Quick Facts

Program enquiries, admission information & requirements, 1) check eligibility, minimum academic requirements.

The Faculty of Graduate and Postdoctoral Studies establishes the minimum admission requirements common to all applicants, usually a minimum overall average in the B+ range (76% at UBC). The graduate program that you are applying to may have additional requirements. Please review the specific requirements for applicants with credentials from institutions in:

• Canada or the United States
• International countries other than the United States

Each program may set higher academic minimum requirements. Please review the program website carefully to understand the program requirements. Meeting the minimum requirements does not guarantee admission as it is a competitive process.

English Language Test

Applicants from a university outside Canada in which English is not the primary language of instruction must provide results of an English language proficiency examination as part of their application. Tests must have been taken within the last 24 months at the time of submission of your application.

Minimum requirements for the two most common English language proficiency tests to apply to this program are listed below:

TOEFL: Test of English as a Foreign Language - internet-based

Overall score requirement : 90

IELTS: International English Language Testing System

Overall score requirement : 6.5

Other Test Scores

Some programs require additional test scores such as the Graduate Record Examination (GRE) or the Graduate Management Test (GMAT). The requirements for this program are:

The GRE is required by all applicants.

2) Meet Deadlines

September 2025 intake, application open date, canadian applicants, international applicants, deadline explanations.

Deadline to submit online application. No changes can be made to the application after submission.

Deadline to upload scans of official transcripts through the applicant portal in support of a submitted application. Information for accessing the applicant portal will be provided after submitting an online application for admission.

Deadline for the referees identified in the application for admission to submit references. See Letters of Reference for more information.

3) Prepare Application

Transcripts.

All applicants have to submit transcripts from all past post-secondary study. Document submission requirements depend on whether your institution of study is within Canada or outside of Canada.

Letters of Reference

A minimum of three references are required for application to graduate programs at UBC. References should be requested from individuals who are prepared to provide a report on your academic ability and qualifications.

Statement of Interest

Many programs require a statement of interest , sometimes called a "statement of intent", "description of research interests" or something similar.

Supervision

Students in research-based programs usually require a faculty member to function as their thesis supervisor. Please follow the instructions provided by each program whether applicants should contact faculty members.

Instructions regarding thesis supervisor contact for Doctor of Philosophy in Counselling Psychology (PhD)

Criminal record check, citizenship verification.

Permanent Residents of Canada must provide a clear photocopy of both sides of the Permanent Resident card.

4) Apply Online

All applicants must complete an online application form and pay the application fee to be considered for admission to UBC.

Tuition & Financial Support

Financial support.

Applicants to UBC have access to a variety of funding options, including merit-based (i.e. based on your academic performance) and need-based (i.e. based on your financial situation) opportunities.

Program Funding Packages

From September 2024 all full-time students in UBC-Vancouver PhD programs will be provided with a funding package of at least $24,000 for each of the first four years of their PhD. The funding package may consist of any combination of internal or external awards, teaching-related work, research assistantships, and graduate academic assistantships. Please note that many graduate programs provide funding packages that are substantially greater than $24,000 per year. Please check with your prospective graduate program for specific details of the funding provided to its PhD students.

Average Funding

• 2 students received Teaching Assistantships. Average TA funding based on 2 students was $10,800.
• 8 students received Research Assistantships. Average RA funding based on 8 students was $7,089.
• 1 student received Academic Assistantships valued at $2,700.
• 14 students received internal awards. Average internal award funding based on 14 students was $12,751.
• 9 students received external awards. Average external award funding based on 9 students was $25,370.

Scholarships & awards (merit-based funding)

All applicants are encouraged to review the awards listing to identify potential opportunities to fund their graduate education. The database lists merit-based scholarships and awards and allows for filtering by various criteria, such as domestic vs. international or degree level.

Graduate Research Assistantships (GRA)

Many professors are able to provide Research Assistantships (GRA) from their research grants to support full-time graduate students studying under their supervision. The duties constitute part of the student's graduate degree requirements. A Graduate Research Assistantship is considered a form of fellowship for a period of graduate study and is therefore not covered by a collective agreement. Stipends vary widely, and are dependent on the field of study and the type of research grant from which the assistantship is being funded.

Graduate Teaching Assistantships (GTA)

Graduate programs may have Teaching Assistantships available for registered full-time graduate students. Full teaching assistantships involve 12 hours work per week in preparation, lecturing, or laboratory instruction although many graduate programs offer partial TA appointments at less than 12 hours per week. Teaching assistantship rates are set by collective bargaining between the University and the Teaching Assistants' Union .

Graduate Academic Assistantships (GAA)

Academic Assistantships are employment opportunities to perform work that is relevant to the university or to an individual faculty member, but not to support the student’s graduate research and thesis. Wages are considered regular earnings and when paid monthly, include vacation pay.

Financial aid (need-based funding)

Canadian and US applicants may qualify for governmental loans to finance their studies. Please review eligibility and types of loans .

All students may be able to access private sector or bank loans.

Foreign government scholarships

Many foreign governments provide support to their citizens in pursuing education abroad. International applicants should check the various governmental resources in their home country, such as the Department of Education, for available scholarships.

Working while studying

The possibility to pursue work to supplement income may depend on the demands the program has on students. It should be carefully weighed if work leads to prolonged program durations or whether work placements can be meaningfully embedded into a program.

International students enrolled as full-time students with a valid study permit can work on campus for unlimited hours and work off-campus for no more than 20 hours a week.

A good starting point to explore student jobs is the UBC Work Learn program or a Co-Op placement .

Tax credits and RRSP withdrawals

Students with taxable income in Canada may be able to claim federal or provincial tax credits.

Canadian residents with RRSP accounts may be able to use the Lifelong Learning Plan (LLP) which allows students to withdraw amounts from their registered retirement savings plan (RRSPs) to finance full-time training or education for themselves or their partner.

Please review Filing taxes in Canada on the student services website for more information.

Cost Estimator

Applicants have access to the cost estimator to develop a financial plan that takes into account various income sources and expenses.

Career Outcomes

52 students graduated between 2005 and 2013. Of these, career information was obtained for 50 alumni (based on research conducted between Feb-May 2016):

Sample Employers in Higher Education

Sample employers outside higher education, sample job titles outside higher education, phd career outcome survey, career options.

Students will be prepared for careers as researchers, practitioners, and educators in a wide variety of settings including academic, clinical, community, business, private practice, and research. Our graduates hold positions such as staff psychologist, research manager, professor, director, department head, clinical counsellor, vocational rehabilitation consultant, team leader, behavioural consultant, group facilitator, and psychoanalyst.

Enrolment, Duration & Other Stats

These statistics show data for the Doctor of Philosophy in Counselling Psychology (PhD). Data are separated for each degree program combination. You may view data for other degree options in the respective program profile.

ENROLMENT DATA

Completion rates & times, upcoming doctoral exams, wednesday, 12 june 2024 - 9:00am.

• Research Supervisors

Advice and insights from UBC Faculty on reaching out to supervisors

These videos contain some general advice from faculty across UBC on finding and reaching out to a supervisor. They are not program specific.

This list shows faculty members with full supervisory privileges who are affiliated with this program. It is not a comprehensive list of all potential supervisors as faculty from other programs or faculty members without full supervisory privileges can request approvals to supervise graduate students in this program.

• Bedi, Robinder (Counselling psychology; Investigating counselling and psychotherapy as Western cultural healing practices; Counselling psychology disciplinary and professional issues in Canada; Heterodox issues in counselling psychology that challenge its dominant narratives and sacred ideas; Counselling/psychotherapy/mental health with Punjabi/Sikh individuals; Neglected topics in the Psychology of Men and Masculinity)
• Borgen, William (Career Counselling, Career/life transitions, Developmental approaches to counselling, Group counselling)
• Buchanan, Marla (Counsellor Stress, Narrative Inquiry, School Counselling, Traumatic Stress)
• Cox, Daniel (Counselling psychology; Motivations and Emotions; Anxiety; depression; Mental Health and Society; stress; Suicide)
• Haverkamp, Beth (Counselling Process Research, Ethics and Professional Issues, Research Design)
• Hubley, Anita (Psychological and health measurement; test development and validation; adult neuropsychological, personality, and mental health topics and assessment; research with general community and vulnerable populations (e.g. elderly, homeless, drug addicted))
• Miller, Kenneth (Mindfulness and its incorporation into mental health interventions in settings of adversity, Development of culturally grounded assessment and evaluation tools, The use of mixed-methods in intervention development and evaluation research)
• Park, CJ (Vocational psychology; Career counseling; diversity and social justice; critical consciousness; international and cross-cultural psychology; interventions)
• Tomfohr-Madsen, Lianne

Doctoral Citations

Sample thesis submissions.

• Keep your hands to yourself and use your words : a condescendingly titled exploration of what helps and hinders people with visual impairments while receiving unsolicited help from sighted people
• Coping is a collective responsibility : a narrative inquiry with women veterans on the barriers and facilitators of coping with military sexual trauma
• Health and wellness for Métis youth involved with Métis family services : exploring cultural connection through Métis beadwork using photovoice
• The process of transitioning to a mainstream high school for hard-of-hearing youth
• Positions : possibilities and pleasures in gay, bisexual, and queer men's storytelling
• Operation returning to school (Op RTS) : Canadian veterans’ experiences of transitioning to post-secondary studies
• From disenfranchisement to integration : young women's narratives of embodiment and sexual satisfaction
• The impact of traditional masculinity ideology on veteran mental health and treatment outcome
• Sexual and gender minority youth and their parents : identity-related conversations

Related Programs

Same specialization.

• Master of Arts in Counselling Psychology (MA)
• Master of Education in Counselling Psychology (MEd)

Same Academic Unit

• Doctor of Philosophy in Human Development, Learning, and Culture (PhD)
• Doctor of Philosophy in Measurement, Evaluation and Research Methodology (PhD)
• Doctor of Philosophy in School and Applied Child Psychology (PhD)
• Doctor of Philosophy in Special Education (PhD)
• Graduate Certificate in Orientation and Mobility (GCOM)
• Master of Arts in Human Development, Learning, and Culture (MA)
• Master of Arts in Measurement, Evaluation and Research Methodology (MA)
• Master of Arts in School and Applied Child Psychology (MA)
• Master of Arts in Special Education (MA)
• Master of Education in Human Development, Learning, and Culture (MEd)
• Master of Education in Measurement, Evaluation and Research Methodology (MEd)
• Master of Education in School and Applied Child Psychology (MEd)
• Master of Education in Special Education (MEd)

Further Information

Specialization.

Programs of research reflect the core values and foci of the discipline of Counselling Psychology: career development, health and wellness, indigenous healing, gender and cultural diversity, disability, and social justice issues. Faculty members are involved in a wide range of research activities including intercultural counselling, First Nations counselling, career development and counselling, stress and coping, sexuality and reproductive health, disabilities, trauma, working with families and children in school settings, prevention of anxiety disorders, and empirically supported approaches utilizing both quantitative and qualitative methodologies.

UBC Calendar

Program website, faculty overview, academic unit, program identifier, classification, social media channels, supervisor search.

Departments/Programs may update graduate degree program details through the Faculty & Staff portal. To update contact details for application inquiries, please use this form .

Alejandra Botia

Throughout my undergraduate, master’s, and PhD programs, I have felt grateful to access a globally recognized university. Beyond being a stunning place, I chose to continue my graduate degree at UBC because of the invaluable friendships and professional relationships that I have built over the...

Sarah Panofsky

My PhD will be my fourth UBC degree and I am confident that the university will provide me with the comprehensiveness, relevance, and rigour that I seek in my studies. Connection to place is also important. Studying at UBC allows me to maintain relationships with the communities in Northwest BC...

Katie McCloskey

I decided to study at UBC because the Counselling Psychology program prepares its students to be excellent researchers as well as clinicians. I know that when I graduate I will be able to avail myself of career opportunities in research or practice and that I will be well trained for both.

Curious about life in Vancouver?

Find out how Vancouver enhances your graduate student experience—from the beautiful mountains and city landscapes, to the arts and culture scene, we have it all. Study-life balance at its best!

• Why Grad School at UBC?
• Application & Admission
• Info Sessions
• Research Projects
• Indigenous Students
• International Students
• Tuition, Fees & Cost of Living
• Newly Admitted
• Student Status & Classification
• Student Responsibilities
• Supervision & Advising
• Managing your Program
• Health, Wellbeing and Safety
• Professional Development
• Dissertation & Thesis Preparation
• Final Doctoral Exam
• Final Dissertation & Thesis Submission
• Life in Vancouver
• Vancouver Campus
• Graduate Student Spaces
• Graduate Life Centre
• Life as a Grad Student
• Graduate Student Ambassadors
• Meet our Students
• Award Opportunities
• Award Guidelines
• Minimum Funding Policy for PhD Students
• Killam Awards & Fellowships
• Policies & Procedures
• Information for Supervisors
• Dean's Message
• Leadership Team
• Strategic Plan & Priorities
• Vision & Mission
• Equity, Diversity & Inclusion
• Initiatives, Plans & Reports
• Graduate Education Analysis & Research
• Media Enquiries
• Newsletters
• Giving to Graduate Studies

Strategic Priorities

• Strategic Plan 2019-2024
• Improving Student Funding
• Promoting Excellence in Graduate Programs
• Enhancing Graduate Supervision
• Advancing Indigenous Inclusion
• Supporting Student Development and Success
• Reimagining Graduate Education
• Enriching the Student Experience

Initiatives

• Public Scholars Initiative
• 3 Minute Thesis (3MT)
• PhD Career Outcomes
• Great Supervisor Week

• Professional Suitability for the Social Work Profession
• Program-Specific Application Information
• Clinical Program and Curriculum
• Approved Research Methods Courses
• Approved Statistics Courses
• Criminal Record Check
• MSW Information Sessions
• Student Resources
• Instructor Hub
• Contact Faculty & Staff
• News & Events
• Apply to UBC

On May 21, UBC will move to a new system called Workday for courses starting in September 2024. Check your email that day for setup instructions. Summer Session students will continue using the SSC .

Discover a Masters of Social Work at a Top 40 University

PROSPECTIVE STUDENTS

Learn about the Master of Social Work program.

Current students? Be in the know. Student Resources

Research & Community Engagement

Learn about research focused on some of the most challenging health and social issues facing Canadians.

Give the gift of education. Donate Now

Student Field Placements

Field education is the cornerstone of our clinical social-work curriculum

Field Education

UBC School of Social Work | Okanagan Campus

School of Social Work Newsletter

We have answers..

• What do you want to know? *

• Academic Calendar
• Campus Services
• Faculties & Schools
• Student Service Centre
• UBC Directory

You are reading the 2024/25 Academic Calendar. The 2023/24 version remains in effect until August 31, 2024 and is available here .

Graduate Programs

Please see the Ph.D. and M.S.W. programs in Social Work .

Please also see the policy on Professional Conduct for Social Work Students .

UBC Academic Calendar

2016 1874 East Mall Vancouver, BC Canada V6T 1Z1

UBC Campuses

• Emergency Procedures |
• Terms of Use |
• UBC Copyright |
• Accessibility

Calendar Sections

• Dates and Deadlines
• Academic Year
• Establishment and Constitution
• Campus-wide Policies and Regulations
• Services, Facilities, and Organizations
• Research Units, Centres, and Institutes
• UBC Library
• Faculties, Colleges, and Schools
• Alternative Study Options
• Course Descriptions
• Emeriti Staff
• Enrolment Statistics 2023/24
• Calendar History
• Calendar Archive

• Sociology Programs
• Family Studies Program
• Opportunities
• Master’s Program

PhD Program

• Research Streams
• Projects & Initiatives
• Sojourners: Undergraduate Journal of Sociology
• Distinguished Speaker Series
• Sociology Research Forum
• Job Opportunities
• Indigeneity, Equity and Diversity
• Student Health and Wellness Resources
• Faculty and Staff Health and Wellness Resources
• Community Food Garden

Students in the doctoral program in Sociology at UBC graduate with extensive experience in research, publication, and teaching.

Besides the comprehensive curriculum equipping our graduates with a strong mixed-methods background, our students build extensive resumes through publication, instruction, and collaboration with a world-class faculty.

Graduates from the PhD program have established themselves at prestigious universities and research institutions worldwide, and students’ research has earned them numerous major awards.

We welcome around 4 students each year into the PhD program.

Sociology PhD students have the opportunity to specialize in any one or more of the Department’s four major research streams:

• Race, Ethnicity and Migration
• Sex, Gender and Sexuality
• Environment and Community
• Sociology of Health

Think critically and socially

Understand the world in which we live and how you can change it..