VanessaB

It happened for me!!! I got the award offer and I've accepted!!!

It happened for me!!! I got the award offer and I've accepted!!!

It happened for me!!! I got the award offer and I've accepted!!!

It happened for me!!! I got the award offer and I've accepted!!!

Mine said that when I logged in, but then I had to click to open to application. Hopefully you'll see something if you open the full application.

It happened for me!!! I got the award offer and I've accepted!!!

It happened for me!!! I got the award offer and I've accepted!!!

So, I double checked the portal again, and the date I saw when first entered was indeed my submission date. However, when I clicked to open the application file, I saw the new date. It's entered as March 30th, 2021. I suspect you should see this there too. I attached a screenshot of what I see/what it should look like.

I think one of the automated emails said 9:00 a.m. (ET).

That should be fine. The date in my portal didn't change either, so it's still showing the date I submitted the application, and I'm certain I'm eligible as well.

Ah, yes I finally got the email this morning about the application status change. I was worried they'd forgotten to update my application!

They do fund students via scholarships and/or TA/RA work, but funding is not guaranteed, so you may have to work at building connections at first. As students move throughout the program, they get more seniority, so the senior students will get priority over newer students for many of the paid opportunities. I was a little worried about the funding situation when I first started, but with giving it more and more time, in the first calendar year of my program I will have earned just under $21,000. That said, I believe there's someone in my cohort who hasn't received any funding, so the funding varies. 
Another thing to keep in mind is cost of living. Currently, I'm living in downtown Edmonton in a partially renovated apartment which is well over 700 sq feet, and it has a huge balcony (i.e., maybe around 20 feet long). Each month, I pay just over $1250, which includes indoor heated parking, heat, water, and a guarantee that my cat can stay (yes, he pays rent!). In some other provinces, I'd be living in a tiny box for that price.

They do fund students via scholarships and/or TA/RA work, but funding is not guaranteed, so you may have to work at building connections at first. As students move throughout the program, they get more seniority, so the senior students will get priority over newer students for many of the paid opportunities. I was a little worried about the funding situation when I first started, but with giving it more and more time, in the first calendar year of my program I will have earned just under $21,000. That said, I believe there's someone in my cohort who hasn't received any funding, so the funding varies. 
Another thing to keep in mind is cost of living. Currently, I'm living in downtown Edmonton in a partially renovated apartment which is well over 700 sq feet, and it has a huge balcony (i.e., maybe around 20 feet long). Each month, I pay just over $1250, which includes indoor heated parking, heat, water, and a guarantee that my cat can stay (yes, he pays rent!). In some other provinces, I'd be living in a tiny box for that price.

Both
Training is in BOTH school and clinical child psychology Follow the scientist-practitioner model PhD is accredited by the CPA Master-level course work designed to prepare you for the PhD Require full-time enrolment Require min 3.7 for consideration (note: U of A’s website says they’ll take your application if you have a min GPA of 3.0, but realistically it’s rare for someone under a 3.7 to be admitted), but how this average is determined differs by program (i.e., U of A is looking at your last 20 courses and psych GPA whereas U of T takes either the final-year average or the average of the most recent five courses depending on whether a student was in full- or part-time studies) UAlberta SCCP
Currently delivered via the Department of Educational Psychology, the Faculty of Education, and the Faculty of Graduate Studies and Research MEd and PhD in Educational Psychology, SCCP UAlberta SCCP - MEd
Measurement Theory I  Practice of School & Clinical Child Psychology  Ethical and Professional Issues in Psychological Practice  Introduction to Methods of Educational Research  Foundations of Psychological Assessment School & Clinical Based Intervention (note: includes practicum in year 1; usually delivering a manualized intervention to children with anxiety in the campus clinic) Quantitative Methods I Individual Psychological Assessment (note: includes practicum in year 2; min of 500 hours in the campus clinic) Adolescent/Child Development Theories and Issues Assessment for Effective Intervention: School and Clinical Applications  Assessment for Effective Intervention Practicum (note: includes a continuation of the practicum in year 2 in the campus clinic with an opportunity to do two in-school assessments) Foundations of Child & Adolescent Intervention Thesis Length: 6 sessions (F/W/S + F/W/S, but some people may or may not need the final summer to finish)
Time limit: 4 years (but all course work must be completed in the first two years with your cohort)
Funding: No guaranteed funding, but students apply for TA and GRA work and for awards

UAlberta SCCP - PhD
Developmental Psychopathology Advanced Assessment SCCP School Practicum Placement (note: 2 days a week from sept to April in a clinical-based practicum; min of 700 hours between both practicums in PhD) Child/Adolescent Therapy & Intervention SCCP Clinical Practicum Placement (note: 2 days a week from sept to April in a clinical-based practicum; min of 700 hours between both practicums in PhD) History & Systems of Psychology Consultation and Evaluation in School and Clinical Child Psychology Advanced Doctoral Research Seminar Doctoral Statistics Candidacy Examination School & Clinical Child Psychology Internship (note: 1,600-hour placement, normally taken on a full-time basis over the course of a year in the final year of the student's program) Length: 4 years full-time
Time limit: unsure, but this could probably be negotiated with your supervisor and the program
Funding: No guaranteed fuding, but new and continuing PhD students get priority for TA and GRA work over MEd students
 
UToronto/OISE
MA degree Delivered by the school of Graduate Studies and OISE MA and PhD in SCCP (not sure if the degree title also includes Applied Psych and Human Development somewhere) UToronto/OISE SCCP - MA
Ethical Issues in Applied Psychology Psychological Assessment of School-Aged Children Psychoeducational Assessment Seminar and Practicum in School-Based Assessment, Consultation, and Intervention (note: the practicum portion consists of 250 hours (one day a week from September to June) and is normally taken in a school setting) Approaches to Psychotherapy-Lifespan Developmental Psychopathology Psychology and Education of Children with Learning Disabilities Intermediate Statistics and Research Design Advanced Social and Emotional Assessment Techniques Cognitive/Affective bases of behaviour from an approved course listing (note: students who have a 1.0 FCE in Cognitive/Affective bases of behaviour at the senior undergraduate level approved by the program may substitute an elective course for this requirement or take Contemporary History and Systems in Human Development and Applied Psychology) Thesis Length: 6 sessions (F/W/S + F/W/S)
Time limit: 3 years (unsure if all coursework needs to be done in the first two years like U of A)
Funding: Guaranteed funding for first two years
 
UToronto/OISE SCCP - PhD 
A Foundation of Program Evaluation in Social Sciences Approaches to Psychotherapy Across the Lifespan Seminar and Practicum in Clinical Assessment and Intervention (note: 500 hours and two days a week from September to June and is normally taken in a clinical setting) Psychodiagnostic Systems Assessment and Intervention with Culturally and Linguistically Diverse Children, Youth, and Families Advanced Proactive Behavioural and Cognitive-Behavioural Interventions OR Psychodynamic Bases of Therapy 1.0 elective full-course equivalent Internship in School and Clinical Child Psychology (note: 1,600-hour placement, normally taken on a full-time basis over the course of a year in the final year of the student's program) Comprehensive Examination Doctoral dissertation Note: Students who are entering with their master’s degree from other programs are required to do additional course work Length: 5 years full-time
Time limit: 6 years full-time
Funding: First 3 years of PhD is previously funded in the master’s program (otherwise they will fund four full years)
 
For further questions about each program, I suggest having a look over each of the program websites. Either way, both programs will prepare you for research and practice, and both will train you across school and clinical child psychology. It seems each program takes a similar yet different approach. Each program divides up the structure and course content slightly differently between the master-level work and the PhD.

Both
Training is in BOTH school and clinical child psychology Follow the scientist-practitioner model PhD is accredited by the CPA Master-level course work designed to prepare you for the PhD Require full-time enrolment Require min 3.7 for consideration (note: U of A’s website says they’ll take your application if you have a min GPA of 3.0, but realistically it’s rare for someone under a 3.7 to be admitted), but how this average is determined differs by program (i.e., U of A is looking at your last 20 courses and psych GPA whereas U of T takes either the final-year average or the average of the most recent five courses depending on whether a student was in full- or part-time studies) UAlberta SCCP
Currently delivered via the Department of Educational Psychology, the Faculty of Education, and the Faculty of Graduate Studies and Research MEd and PhD in Educational Psychology, SCCP UAlberta SCCP - MEd
Measurement Theory I  Practice of School & Clinical Child Psychology  Ethical and Professional Issues in Psychological Practice  Introduction to Methods of Educational Research  Foundations of Psychological Assessment School & Clinical Based Intervention (note: includes practicum in year 1; usually delivering a manualized intervention to children with anxiety in the campus clinic) Quantitative Methods I Individual Psychological Assessment (note: includes practicum in year 2; min of 500 hours in the campus clinic) Adolescent/Child Development Theories and Issues Assessment for Effective Intervention: School and Clinical Applications  Assessment for Effective Intervention Practicum (note: includes a continuation of the practicum in year 2 in the campus clinic with an opportunity to do two in-school assessments) Foundations of Child & Adolescent Intervention Thesis Length: 6 sessions (F/W/S + F/W/S, but some people may or may not need the final summer to finish)
Time limit: 4 years (but all course work must be completed in the first two years with your cohort)
Funding: No guaranteed funding, but students apply for TA and GRA work and for awards

UAlberta SCCP - PhD
Developmental Psychopathology Advanced Assessment SCCP School Practicum Placement (note: 2 days a week from sept to April in a clinical-based practicum; min of 700 hours between both practicums in PhD) Child/Adolescent Therapy & Intervention SCCP Clinical Practicum Placement (note: 2 days a week from sept to April in a clinical-based practicum; min of 700 hours between both practicums in PhD) History & Systems of Psychology Consultation and Evaluation in School and Clinical Child Psychology Advanced Doctoral Research Seminar Doctoral Statistics Candidacy Examination School & Clinical Child Psychology Internship (note: 1,600-hour placement, normally taken on a full-time basis over the course of a year in the final year of the student's program) Length: 4 years full-time
Time limit: unsure, but this could probably be negotiated with your supervisor and the program
Funding: No guaranteed fuding, but new and continuing PhD students get priority for TA and GRA work over MEd students
 
UToronto/OISE
MA degree Delivered by the school of Graduate Studies and OISE MA and PhD in SCCP (not sure if the degree title also includes Applied Psych and Human Development somewhere) UToronto/OISE SCCP - MA
Ethical Issues in Applied Psychology Psychological Assessment of School-Aged Children Psychoeducational Assessment Seminar and Practicum in School-Based Assessment, Consultation, and Intervention (note: the practicum portion consists of 250 hours (one day a week from September to June) and is normally taken in a school setting) Approaches to Psychotherapy-Lifespan Developmental Psychopathology Psychology and Education of Children with Learning Disabilities Intermediate Statistics and Research Design Advanced Social and Emotional Assessment Techniques Cognitive/Affective bases of behaviour from an approved course listing (note: students who have a 1.0 FCE in Cognitive/Affective bases of behaviour at the senior undergraduate level approved by the program may substitute an elective course for this requirement or take Contemporary History and Systems in Human Development and Applied Psychology) Thesis Length: 6 sessions (F/W/S + F/W/S)
Time limit: 3 years (unsure if all coursework needs to be done in the first two years like U of A)
Funding: Guaranteed funding for first two years
 
UToronto/OISE SCCP - PhD 
A Foundation of Program Evaluation in Social Sciences Approaches to Psychotherapy Across the Lifespan Seminar and Practicum in Clinical Assessment and Intervention (note: 500 hours and two days a week from September to June and is normally taken in a clinical setting) Psychodiagnostic Systems Assessment and Intervention with Culturally and Linguistically Diverse Children, Youth, and Families Advanced Proactive Behavioural and Cognitive-Behavioural Interventions OR Psychodynamic Bases of Therapy 1.0 elective full-course equivalent Internship in School and Clinical Child Psychology (note: 1,600-hour placement, normally taken on a full-time basis over the course of a year in the final year of the student's program) Comprehensive Examination Doctoral dissertation Note: Students who are entering with their master’s degree from other programs are required to do additional course work Length: 5 years full-time
Time limit: 6 years full-time
Funding: First 3 years of PhD is previously funded in the master’s program (otherwise they will fund four full years)
 
For further questions about each program, I suggest having a look over each of the program websites. Either way, both programs will prepare you for research and practice, and both will train you across school and clinical child psychology. It seems each program takes a similar yet different approach. Each program divides up the structure and course content slightly differently between the master-level work and the PhD.

Both
Training is in BOTH school and clinical child psychology Follow the scientist-practitioner model PhD is accredited by the CPA Master-level course work designed to prepare you for the PhD Require full-time enrolment Require min 3.7 for consideration (note: U of A’s website says they’ll take your application if you have a min GPA of 3.0, but realistically it’s rare for someone under a 3.7 to be admitted), but how this average is determined differs by program (i.e., U of A is looking at your last 20 courses and psych GPA whereas U of T takes either the final-year average or the average of the most recent five courses depending on whether a student was in full- or part-time studies) UAlberta SCCP
Currently delivered via the Department of Educational Psychology, the Faculty of Education, and the Faculty of Graduate Studies and Research MEd and PhD in Educational Psychology, SCCP UAlberta SCCP - MEd
Measurement Theory I  Practice of School & Clinical Child Psychology  Ethical and Professional Issues in Psychological Practice  Introduction to Methods of Educational Research  Foundations of Psychological Assessment School & Clinical Based Intervention (note: includes practicum in year 1; usually delivering a manualized intervention to children with anxiety in the campus clinic) Quantitative Methods I Individual Psychological Assessment (note: includes practicum in year 2; min of 500 hours in the campus clinic) Adolescent/Child Development Theories and Issues Assessment for Effective Intervention: School and Clinical Applications  Assessment for Effective Intervention Practicum (note: includes a continuation of the practicum in year 2 in the campus clinic with an opportunity to do two in-school assessments) Foundations of Child & Adolescent Intervention Thesis Length: 6 sessions (F/W/S + F/W/S, but some people may or may not need the final summer to finish)
Time limit: 4 years (but all course work must be completed in the first two years with your cohort)
Funding: No guaranteed funding, but students apply for TA and GRA work and for awards

UAlberta SCCP - PhD
Developmental Psychopathology Advanced Assessment SCCP School Practicum Placement (note: 2 days a week from sept to April in a clinical-based practicum; min of 700 hours between both practicums in PhD) Child/Adolescent Therapy & Intervention SCCP Clinical Practicum Placement (note: 2 days a week from sept to April in a clinical-based practicum; min of 700 hours between both practicums in PhD) History & Systems of Psychology Consultation and Evaluation in School and Clinical Child Psychology Advanced Doctoral Research Seminar Doctoral Statistics Candidacy Examination School & Clinical Child Psychology Internship (note: 1,600-hour placement, normally taken on a full-time basis over the course of a year in the final year of the student's program) Length: 4 years full-time
Time limit: unsure, but this could probably be negotiated with your supervisor and the program
Funding: No guaranteed fuding, but new and continuing PhD students get priority for TA and GRA work over MEd students
 
UToronto/OISE
MA degree Delivered by the school of Graduate Studies and OISE MA and PhD in SCCP (not sure if the degree title also includes Applied Psych and Human Development somewhere) UToronto/OISE SCCP - MA
Ethical Issues in Applied Psychology Psychological Assessment of School-Aged Children Psychoeducational Assessment Seminar and Practicum in School-Based Assessment, Consultation, and Intervention (note: the practicum portion consists of 250 hours (one day a week from September to June) and is normally taken in a school setting) Approaches to Psychotherapy-Lifespan Developmental Psychopathology Psychology and Education of Children with Learning Disabilities Intermediate Statistics and Research Design Advanced Social and Emotional Assessment Techniques Cognitive/Affective bases of behaviour from an approved course listing (note: students who have a 1.0 FCE in Cognitive/Affective bases of behaviour at the senior undergraduate level approved by the program may substitute an elective course for this requirement or take Contemporary History and Systems in Human Development and Applied Psychology) Thesis Length: 6 sessions (F/W/S + F/W/S)
Time limit: 3 years (unsure if all coursework needs to be done in the first two years like U of A)
Funding: Guaranteed funding for first two years
 
UToronto/OISE SCCP - PhD 
A Foundation of Program Evaluation in Social Sciences Approaches to Psychotherapy Across the Lifespan Seminar and Practicum in Clinical Assessment and Intervention (note: 500 hours and two days a week from September to June and is normally taken in a clinical setting) Psychodiagnostic Systems Assessment and Intervention with Culturally and Linguistically Diverse Children, Youth, and Families Advanced Proactive Behavioural and Cognitive-Behavioural Interventions OR Psychodynamic Bases of Therapy 1.0 elective full-course equivalent Internship in School and Clinical Child Psychology (note: 1,600-hour placement, normally taken on a full-time basis over the course of a year in the final year of the student's program) Comprehensive Examination Doctoral dissertation Note: Students who are entering with their master’s degree from other programs are required to do additional course work Length: 5 years full-time
Time limit: 6 years full-time
Funding: First 3 years of PhD is previously funded in the master’s program (otherwise they will fund four full years)
 
For further questions about each program, I suggest having a look over each of the program websites. Either way, both programs will prepare you for research and practice, and both will train you across school and clinical child psychology. It seems each program takes a similar yet different approach. Each program divides up the structure and course content slightly differently between the master-level work and the PhD.

Congrats to whomever posted their acceptance to UAlberta's SCCP program today! If you're planning to attend and you have questions, feel free to reach out! I'll be entering the second year of the program in Fall 2021.

In my most recent undergrad, my advanced research prof told us to apply to at least 10 schools, especially for clinical. I suggest a minimum of 10, but it also depends on your goals, interests, and capacity (e.g., time you have to put together high-quality, focused, and school-specific applications). When I was ready to apply, I only applied to 5 schools because I was looking for something very specific and I was (and still am) anti GRE, so that eliminated a lot of schools. However, most schools require the GRE (or at least they did in pre-Covid times), but that trend may shift as the pandemic continues.
All of the things you listed are quite important, but some schools will use GPA first to cut down their applicant pool before looking more closely at your application, so definitely work on your GPA in conjunction with obtaining research and clinical experience. I've heard schools will also look closely at your research and statistics courses, so excellent grades are important in those courses, too. A combination of long-term research, work, and/or volunteer experiences related to clinical psychology is advantageous as many applicants will have some unique combination of these, and you will likely need to write about these experiences in your letters/statements of intent.
The fit with the program and research supervisors is very important. Your referees should also be able to speak to specific skills. It's a good idea to scope out who your references will be, and develop strong, close connections with these individuals. Given that I had multiple people I could select from for my referees, depending on the goals of the school and programs, I asked different people to write letters, but depending on where you apply and what your experiences are, you might not take this approach. As well, think about what makes you unique and different from all other applicants applying, and really play up these strengths in your letters.
Also, you might want to consider whether you want to do your own research study or if you're okay doing someone else's research. When I reached out to supervisors in my application cycle, one supervisor told me that students usually work on their "partner's projects" so that students finish the program on time. On the other hand, my supervisor now is very flexible and I get to exercise my creativity. She serves as a sounding board as I guide my own learning, which I very much prefer! So, also consider supervisor style and your own learning and professional goals when you consider fit.

In my most recent undergrad, my advanced research prof told us to apply to at least 10 schools, especially for clinical. I suggest a minimum of 10, but it also depends on your goals, interests, and capacity (e.g., time you have to put together high-quality, focused, and school-specific applications). When I was ready to apply, I only applied to 5 schools because I was looking for something very specific and I was (and still am) anti GRE, so that eliminated a lot of schools. However, most schools require the GRE (or at least they did in pre-Covid times), but that trend may shift as the pandemic continues.
All of the things you listed are quite important, but some schools will use GPA first to cut down their applicant pool before looking more closely at your application, so definitely work on your GPA in conjunction with obtaining research and clinical experience. I've heard schools will also look closely at your research and statistics courses, so excellent grades are important in those courses, too. A combination of long-term research, work, and/or volunteer experiences related to clinical psychology is advantageous as many applicants will have some unique combination of these, and you will likely need to write about these experiences in your letters/statements of intent.
The fit with the program and research supervisors is very important. Your referees should also be able to speak to specific skills. It's a good idea to scope out who your references will be, and develop strong, close connections with these individuals. Given that I had multiple people I could select from for my referees, depending on the goals of the school and programs, I asked different people to write letters, but depending on where you apply and what your experiences are, you might not take this approach. As well, think about what makes you unique and different from all other applicants applying, and really play up these strengths in your letters.
Also, you might want to consider whether you want to do your own research study or if you're okay doing someone else's research. When I reached out to supervisors in my application cycle, one supervisor told me that students usually work on their "partner's projects" so that students finish the program on time. On the other hand, my supervisor now is very flexible and I get to exercise my creativity. She serves as a sounding board as I guide my own learning, which I very much prefer! So, also consider supervisor style and your own learning and professional goals when you consider fit.

In my most recent undergrad, my advanced research prof told us to apply to at least 10 schools, especially for clinical. I suggest a minimum of 10, but it also depends on your goals, interests, and capacity (e.g., time you have to put together high-quality, focused, and school-specific applications). When I was ready to apply, I only applied to 5 schools because I was looking for something very specific and I was (and still am) anti GRE, so that eliminated a lot of schools. However, most schools require the GRE (or at least they did in pre-Covid times), but that trend may shift as the pandemic continues.
All of the things you listed are quite important, but some schools will use GPA first to cut down their applicant pool before looking more closely at your application, so definitely work on your GPA in conjunction with obtaining research and clinical experience. I've heard schools will also look closely at your research and statistics courses, so excellent grades are important in those courses, too. A combination of long-term research, work, and/or volunteer experiences related to clinical psychology is advantageous as many applicants will have some unique combination of these, and you will likely need to write about these experiences in your letters/statements of intent.
The fit with the program and research supervisors is very important. Your referees should also be able to speak to specific skills. It's a good idea to scope out who your references will be, and develop strong, close connections with these individuals. Given that I had multiple people I could select from for my referees, depending on the goals of the school and programs, I asked different people to write letters, but depending on where you apply and what your experiences are, you might not take this approach. As well, think about what makes you unique and different from all other applicants applying, and really play up these strengths in your letters.
Also, you might want to consider whether you want to do your own research study or if you're okay doing someone else's research. When I reached out to supervisors in my application cycle, one supervisor told me that students usually work on their "partner's projects" so that students finish the program on time. On the other hand, my supervisor now is very flexible and I get to exercise my creativity. She serves as a sounding board as I guide my own learning, which I very much prefer! So, also consider supervisor style and your own learning and professional goals when you consider fit.

Technically, CPA only accredits doctoral programs, so whether or not a graduate program adheres to a firm deadline may depend on whether admittance is done for both the Phd and the masters at the same time or not.

Technically, CPA only accredits doctoral programs, so whether or not a graduate program adheres to a firm deadline may depend on whether admittance is done for both the Phd and the masters at the same time or not.

There's a lot of overlap between the two. With your master's in counselling, I suspect you'd have really strong clinical interviewing skills and therapeutic intervention skills, so I don't think it would look unfocused if phrased carefully.

If you do your master's in counselling psychology, the door won't be closed to clinical psychology. However, the door might be harder to open, especially because most clinical programs reserve their PhD spots for their current masters students. 
There's a girl who went through our school/clinical child psyc PhD program who did her master's in the counselling field. While studying counselling, she researched a very specific population, which was exactly what her PhD supervisor was researching. So, it is possible to switch your focus, but I'm not sure how common that is.
Also, keep in mind some clinical programs will expect you to have completed certain coursework. Thus, if you go the counselling route and have some schools for clinical psych in mind, it would be a good idea to determine what prerequisite courses you need for the clinical PhD and try to take those classes alongside your master's program in counselling.

Based on admission timelines last year, provided they’re on track with things, my best guess is maybe decisions will be released at the end of next week.