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Graduate School in Psychology

Nancy L. Galambos Associate Chair of Graduate Studies & Research Department of Psychology. Graduate School in Psychology. Psychology at UA. 5 areas Behaviour, systems, and cognitive neuroscience Brain-behaviour connections in animals/humans Cognition How humans perceive, think, remember

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Graduate School in Psychology

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  1. Nancy L. Galambos Associate Chair of Graduate Studies & Research Department of Psychology Graduate School in Psychology

  2. Psychology at UA • 5 areas • Behaviour, systems, and cognitive neuroscience • Brain-behaviour connections in animals/humans • Cognition • How humans perceive, think, remember • Comparative cognition and behaviour • How animals perceive, think, remember • Developmental science • How humans develop from birth to death • Social and cultural psychology • How human behaviour is influenced by social and cultural influences

  3. Degrees offered • MSc (master of science) • 2-3 years of study, resulting in thesis research that must be defended • MA (master of arts) • 2-3 years of study, resulting in defensible thesis research • PhD (doctor of philosophy) • Additional 3 years of study beyond the master’s degree, resulting in defensible dissertation research • Program is oriented to PhD, i.e., we want students whose goal is to receive their doctorate • Program is research-intensive

  4. How different from clinical/counseling programs? • Research expectations for clinical are the same • Clinical psychology students have a very heavy courseload (courses + practica) • And they must do research as well • Different from course-based counseling programs, but not so different from thesis-based counseling programs in terms of research

  5. Minimum degree requirements • At master’s level • 2 advanced statistics courses • 1 ethics course • 9 additional units • first-year research project • master’s research • At the PhD level • candidacy exam • PhD research

  6. Careers with a Psychology PhD • Academic • Professor at major research university • Emphasizes research, but teaching is important • Professor at colleges and universities • Emphasizes teaching, may have to do some research • Government researcher • e.g., Statistics Canada • Researcher in private industry • Research for non-profit organizations • Non-research-related positions • Business • Health • Public relations

  7. How to apply • Read instructions on web • Complete application form • Submit transcripts from all postsecondary institutions • Take GRE general exam, submit scores • Write personal statement • What do you want to do and why? • Why do you want to work with a particular supervisor? • Stress strengths and experience • Supply 3 letters of recommendation, preferably from academics ALL ARE IMPORTANT: THE BETTER SHOWING ON ALL OF THESE, THE MORE LIKELY YOU WILL BE TO GET IN. WEAKNESS IN ONE MAY KEEP YOU OUT.

  8. What I look for in grad applicants In addition to academic competence (serious student) • Serious about learning how to do research • Not afraid of statistics • Ability to take feedback • Gets along well with others • Ability to handle stress (feeling constantly overwhelmed not a good sign) • Maturity (punctual, reliable, meets deadlines, doesn’t make excuses) • Good writing and speaking

  9. Grants • More likely to get into graduate school if you get a national grant (scholarship) • Provides financial support, easing departmental commitments • Prestigious • If Canadian citizen or permanent resident, can apply for one year of master’s level support from CIHR, SSHRC, or NSERC in fourth undergraduate year

  10. Tips Plan early Strongest applications show early initiative and success Good grades early on Early volunteer/research experience Early experience leads to stronger letters Get to know your professors if possible Volunteer Get into the honours program Make it easy for letter writers Give copy of resume, personal statement, transcripts Supply with forms and addressed envelopes Work as hard as you can if you don’t like to, you may not be cut out for grad school

  11. Tips continued • Learn about potential supervisor • Does he/she publish? • What is he/she is like to work with? • What is his/her success with previous students (i.e., does supervisor publish with students)? • Make sure your desires match the program • Waste of time and potential to be in wrong program • Cast a wide net when applying • Apply to favorite programs but also less desirable programs • Consider alternatives • If you want to be in a helping profession and aren’t likely to get in to clinical, check out other options (developmental psychology, psychiatric nursing, school psychology) • If you want PhD but may not get in, apply to terminal Master’s programs as a step to getting into PhD program

  12. Kiss of death in applications • Poorly written personal statement • Late submission • Typos in application • Application doesn’t match program • applied for developmental psychology but letter writers indicate that student wants clinical degree • Letter writers don’t know the student • Potential supervisor’s name is misspelled • Doesn’t know area supervisor is in • Student indicates wanting developmental science, but chooses supervisor who is social/cultural

  13. Questions?

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