psychology phd bc

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Graduate Studies

The Psychology Department offers two graduate programs leading to MA and PhD degrees. Our graduate programs are oriented toward a PhD degree. Those seeking only a master's degree are discouraged from applying. Students with a previous master's degree (e.g., an MA that included a thesis in Psychology that was defended) can, on occasion, be admitted directly to the PhD program, but most often enter our MA program (there are coursework requirements specific to SFU Psychology).

Students with Bachelor degrees must submit their applications to the MA program. Students admitted to our graduate programs have a Psychology Honours degree or a Psychology Major with strong research experience, as well as excellent performance in psychology methodology and statistics courses.

Please refer to Admissions for further details. Please note that our graduate programs are not offered online.

If you have questions, please contact the Psychology Graduate Program Assistant at  [email protected].

The Psychology Graduate Program

This program offers specializations in one of the following five Research Areas:

• Cognitive & Neural Sciences
• Developmental
• History, Quantitative & Theoretical
• Law & Forensic Psychology

The Clinical Psychology Graduate Program

This program offers training under one of the following four Research Areas:

• Clinical-General
• Clinical-Child
• Clinical-Forensic
• Clinical-Neuropsychology

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Ph.D. Program

The Ph.D. program is designed to educate counselling psychologists as researchers, practitioners, and educators. The focus of the program is on developing doctoral level competence in research, counselling theory and counselling skills. In exceptional circumstances, up to 15 credits of coursework may be waived in recognition of previous coursework. The program involves completion of 51 credits of coursework, theory and specialty comprehensive examinations, a 1600 hour internship and a dissertation meeting Graduate and Postdoctoral Studies requirements. In order for students to meet deadlines for comprehensive examinations and candidacy, the department requires students to be engaged in full time study prior to advancement to candidacy.

Our Doctoral Program 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.

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.

An indicator of the quality of education is accreditation by the Canadian Psychological Association (CPA).  Learn more about Counselling Psychology’s accreditation.

Criminal Record Checks

Students admitted to our Master’s and Doctoral programs are required to provide a criminal record clearance prior to taking CNPS 588 – Supervised Clinical Experience in Counselling. The CRC application instruction will be sent out to student later on in the program.

Learn more information about Criminal Record Checks .

Doctoral Student Handbook

Critical information for students, including program requirements, relevant policies, and graduate student information are found in this CNPS Doctoral Handbook

Some handbook information includes:

• Course Requirements
• Criminal Record Check
• Research & Research Supervision
• Clinical Comprehensive Examination
• Specialty Comprehensive Examination
• Fellowships, Financial Assistance, and Travel Funds

Access CNPS Doctoral Handbook

Counselling Psychology Student Association :  https://blogs.ubc.ca/cpsaubc/about/

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University of Northern British Columbia

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"To develop and disseminate knowledge in psychology, emphasizing areas of relevance to the North, especially the understanding of human health, human development, and social well-being."

Welcome from the Chair

Important forms, bsc program, changes to the psychology program – things to be aware of:.

• The changes to the program take effect as of the 2019/2020 calendar year. As students follow the academic calendar of the year they were admitted, students currently in the program will continue to follow the requirements listed in their calendar year.  You will find the requirements for your calendar year by running a degree evaluation through your Student Online Services. Need help? You will find information on how to run a degree evaluation online at www.unbc.ca/advising .
• Did you know? The Official version of the UNBC Calendar is always the pdf copy! You can find your calendar year by visiting www.unbc.ca/calendar , and clicking on the Calendar Archives link.
• Transfer credit is tied to when the coursework is completed. The BC Transfer Guide ( www.bctransferguide.ca ) is a great resource to see how coursework transferred previously and updates to the transfer agreements.
• Considering taking a class external to UNBC? Be sure to speak with your Student Advisor and complete a Letter of Permission (LOP) request as the Transfer Credit you are expecting may have changed significantly. Visit www.unbc.ca/advising for more information on the LOP process.
• Concerned about a requirement for your calendar year that is not being offered? Be sure to check in with your Student Advisor to discuss course progression as well as any substitutions and/or provisions that are in place for your calendar year. 
• Have a question about your degree evaluation? If you happen to see a requirement that doesn’t seem to belong (For example a 300 level class populating in the requirement spot for a 200 level) Not to worry – just bring it to the attention of your Student Advisor at your next appointment of via an email and we can adjust it.
• Other questions? Heard something from another student that concerns you? Please feel free to reach out to your Student Advisor or the Program Chair as they will be able to provide you with the most up to date information. 

MSc Program

Phd program.

• Graduate School
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Doctor of Philosophy in School and Applied Child Psychology (PhD)

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 doctoral program in school and applied child psychology is designed to prepare psychologists who can serve as practitioners and supervisors in the field, trainers of school psychologists, researchers, and leaders in school psychology. The typical doctoral program is 39 credits, beyond completion of the UBC School Psychology MA or equivalent program. The PhD Program of Graduate Study (PGS) for each student is developed to reflect program requirements and individual student career goals, as well as professional and academic background and preparation.

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

What makes the program unique?

Top Five Reasons to join the School and Applied Child Psychology program at UBC:

• Productive faculty research. Our program has award-winning scholars, whose wide range of research interests influence policy and practice. Active research grants allow many opportunities for student involvement, employment, and independent research. And UBC is currently ranked one of the top 35 universities in the world!
• Extensive practical experiences. From day one, you’ll be applying what you learn in our courses right in the K–12 classroom. At the masters level you will participate in two full-year practicum placements followed by a one-year paid internship. At the doctoral level you will have your pick of specialty placements in the field of education and mental health, a practicum focused on developing skills in supervision, and a full-year paid internship.
• Outstanding career prospects. School Psychology is consistently listed as a “best career” by US News and World Report. There are many job openings across Canada and worldwide, with excellent salaries and benefits. School Psychology practitioners and professors are both currently in very high demand.
• Supportive environment. We admit cohorts of students who progress through the program together. Students have close contact with program faculty members throughout their graduate training. You will also get support from your peers, the school psychology graduate student assistant, and an advanced student mentor provided to you upon admission. There are abundant social gatherings and yearly program retreats.
• Location. Vancouver is a diverse cosmopolitan city with a vibrant downtown, mountains and beaches, unmatched outdoor opportunities and a mild climate. It is regularly ranked in the top five cities to live in the world.

I decided to study at UBC as it is a world-renowned university that recruits many highly accomplished and diverse professors and students.

Aisha Ghani

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 : 100

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 not required.

Prior degree, course and other requirements

Prior degree requirements.

Program Prerequisites In addition to the minimum admission requirements set by the Faculty of Graduate Studies, students admitted to the Ph.D. degree program normally possess a M.A. in School and Applied Child Psychology equivalent to the requirements of the UBC M.A. program (see coursework listed below), and graduate or senior undergraduate preparation in Human Development (3 credits), History and Systems of Psychology (3 credits), and Biological Bases of Behaviour (6 credits), Basic Interviewing Skills (3 credits). Prerequisites not met prior to entry may be included in the doctoral program of study.

Course Requirements

Prerequisites Coursework EPSE 506 (3) Applied Psychopathology Across the Lifespan EPSE 528 (3) Basic Principles of Measurement EPSE 535 (3) Social and Emotional Assessment EPSE 550 (3) Professional, Ethical, and Legal Issues In School Psychology EPSE 553 (3) Theories of Cognitive and Affective Abilities EPSE 556 (3) Cognitive and Academic Assessment Practicum EPSE 552 (3) Intervention and Mental Health Promotion in Schools EPSE 557 (3) Social and Emotional Interventions with Children and Youth EPSE 561 (12) Laboratory Practicum In School and Applied Child Psychology (6 credits each year 1 and 2) Research Coursework (minimum 3 credits) EPSE 599 (6) Thesis

2) Meet Deadlines

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 School and Applied Child 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.

Research Information

Program components.

Required Coursework and Experiences EPSE 551 (3) Consultation Advanced Professional Practice Electives (minimum 6 credits) Research Electives (minimum 6 credits—at least 1 quantitative and 1 qualitative across MA and PhD programs) CNPS 587 (1) History and Systems of Psychology EPSE 633 (3) Community Based Systems EPSE 661 (12) Doctoral Practicum in School and Applied Child Psychology1 (6 credits each year 1 and 2) EPSE 688 (1) Supervision of School and Applied Child Psychology Practice EPSE 689 (3) Pre-doctoral Internship in School and Applied Child Psychology Multicultural and Diversity Elective (can be combined with coursework in another area) Comprehensive Examination EPSE 699 (0) Dissertation Total: 35 credits

Research Facilities

The Psychoeducational Research and Training Centre (PRTC) is a university-based setting for research and clinical training within the Faculty of Education. The PRTC supports graduate training in educational assessment and counselling, maintains an up-to-date Test Library of assessment instruments, provides service and leadership in the profession and community, and facilitates research in education.

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

• 1 student received Research Assistantships valued at $8,400.
• 4 students received Academic Assistantships. Average AA funding based on 4 students was $8,956.
• 15 students received internal awards. Average internal award funding based on 15 students was $18,579.
• 4 students received external awards. Average external award funding based on 4 students was $17,917.

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

Career options.

School Psychology is a great career. There are many openings in BC and throughout North America, and starting salaries are excellent. With a Master's degree in School and Applied Child Psychology, the most common job is as a School Psychologist working in a school district and job prospects are excellent. In addition to working in schools, individuals with a degree in School and Applied Child School Psychology with PhD work in a variety of settings, including univerisities as researches and/or teaching, mental health agencies, child development centres, children’s hospitals, and private practices. With a M.Ed. degree in School and Applied Child Psychology from UBC, you would be eligible to apply for certification with the BC Association of School Psychologists. With a PhD, you would be eligible for registration as a psychologist with the College of Psychologists of BC and most other provinces and states in North America.

Enrolment, Duration & Other Stats

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

This program went through a name change in previous years that may have included curriculum changes. It was previously known as: Doctor of Philosophy in School Psychology until 2021. Historical data on this page may include data collected under the previous name(s) of the program.

ENROLMENT DATA

Completion rates & times, upcoming doctoral exams, tuesday, 11 june 2024 - 2:30pm.

• 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.

• Cloth, Allison (Adolescence, Adolescent development, Child and Family Counseling in School Settings, Interventions, Mentoring, Program Evaluation, Social Justice, Young People Placed )
• Ford, Laurie (Early Childhood Assessment, Youth and Families)
• Jiang, Yuanyuan (Clinical psychology; Educational psychology; Mental health and wellbeing; inattentiveness, hyperactivity, impulsivity; psychosocial assessment and intervention; supporting children, parents, teachers. and care providers in improving mental health)
• Kassan, Anusha (Social sciences; Child and youth mental health; Social justice; Multiculturalism and diversity; Feminist-multicultural pedagogy; immigration; Cultural and social justice responsiveness; Anti-oppressive therapy)
• Nelson, Melanie (experiences of Indigenous caregivers within Western systems)
• Schanding, Thomas (Social and Emotional Learning; Universal Screening; Behavioral/Mental Health Interventions; Autism Spectrum Disorders; LGBTQIA+; Youth Social Justice)

Doctoral Citations

Sample thesis submissions.

• Indigenous youth access of support for mental health and wellness in schools and community : a case study
• Critical incidents in student return to school following concussion
• Understanding bullying among secondary students
• Small challenges, big challenges : understanding and supporting the development of emotion-related self-regulation in schools

Related Programs

Same specialization.

• Master of Arts in School and Applied Child Psychology (MA)
• Master of Education in School and Applied Child Psychology (MEd)

Same Academic Unit

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

Further Information

Specialization.

School and Applied Child Psychology prepares students to become psychologists who work in a variety of settings, including: research, academic, school, community, and private settings. The primary goal of the program is to develop professional psychologists whose research, training, and practice activities increase the educational and psychological well-being of children and youth. The program follows a scientist-practitioner model, with emphasis on the integration of theory, research, and clinical skills. Training encompasses academic, social, emotional, behavioural, consultation, intervention, and prevention domains. Students receive training in the integration of assessment and intervention, and in relevant professional, legal, and ethical issues. 

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 .

Harris Wong

I completed my B.A. in psychology at UBC and loved my time here. It is a world-renowned university for a reason and I was constantly in awe of the beauty and size of the campus. Furthermore, there were great resources for students and I felt well-supported throughout my time at UBC. This was also...

Dorna Rahimi

I also completed my BA in Psychology at UBC, therefore I had established valuable connections with the students and the faculty. UBC was also the only university offering a degree in school psychology in BC. Therefore, it was an easy decision.

Sonja Saqui

UBC is a world-renowned university and consistently highly ranked as a premier learning institution. UBC attracts high-caliber researchers, faculty, and students. As such I knew I would be surrounding myself in an optimal learning environment within a collaborative context. I knew that graduate...

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Undergraduate

Psychology: The scientific study of the complex nature of humans.

UNDERGRADUATE PROGRAM

Get your UBC degree in psychology, the study of human and animal behaviour. Go on to graduate studies or a career as a psychologist, with possibilities ranging from treating behavioural issues to researching psychological processes.

Strengthening Indigenous community through research

UBCO’s Indigenous Research Mentorship Program enables undergraduate students to gain hands-on research experience and build connections.

Want UBC to be a part of your academic career?  Apply Now

GRADUATE PROGRAM

Our graduate program offers tier-one research-based degrees to students in a collegial, close-knit setting. Our high-calibre graduate students dedicate themselves to bettering the lives of others through research and clinical work.

Our faculty members and graduate students are working on exciting research projects that are making a difference, locally and around the world.

Need to find someone in our department?  Contact

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UW Psychology Student Wins National Science Foundation Graduate Research Fellowship

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Institutional Communications Bureau of Mines Building, Room 137 Laramie, WY 82071 Phone: (307) 766-2929 Email:   [email protected]

Published April 23, 2024

University of Wyoming psychology graduate student Jaylan Aliev, of Boise, Idaho, has been awarded a National Science Foundation Graduate Research Fellowship.

As a second-year graduate student in the psychology and law Ph.D. program, Aliev’s research interests include juror perceptions of marginalized victims, how these perceptions affect legal decision-making and how to mitigate juror biases.

“Child sexual abuse is a national health crisis, and the process of seeking justice for victims can often be retraumatizing,” Aliev says. “Countless child sexual abuse narratives do not follow the popular culture prototype that suggests victims are young girls and perpetrators middle-aged men, and it is important to investigate how older or male victims of child sexual abuse are treated in the legal system -- and how such demographic factors may influence mock juror decision-making in these cases.”

Aliev’s current work examines the impact of victim physical maturity on legal decision-making in cases of child sexual abuse. Her secondary line of research focuses on analyzing racial, socioeconomic, geographic and policy disparities in the U.S. juvenile legal system.

“Receiving the news that I was a 2024 National Science Foundation Graduate Research Fellowship awardee felt like a dream,” she says. “I am a first-generation high school and college graduate, as well as first-generation American. My initial thought was, ‘Things like this don’t happen to people like me.’”

In May, Aliev will graduate with her master’s degree in psychology, and she looks forward to beginning her graduate fellowship research plans.

“As I have gained more experience working with community partners, I have become extremely interested in disseminating psycho-legal research in a way that informs public policy and aims to improve our current criminal legal system,” she says.

After earning her Ph.D., she hopes to continue her work at a nonprofit, nonpartisan organization as a researcher or data analyst.

“It still has not fully sunk in that my application was one of the 2,000 that was selected as a recipient out of tens of thousands of applications,” Aliev says. “I immediately started crying and then called my adviser, Kayla Burd (UW assistant professor of psychology), and my parents.”

To learn more about Aliev’s research, email her at [email protected] .

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Psychology’s 2024 NSF Graduate Research Fellowship Program (GRFP) Recipients

The NSF Graduate Research Fellowship (GRFP) program recognizes and supports outstanding graduate students who are pursuing full-time research-based master's and doctoral degrees in science, technology, engineering, and mathematics (STEM) or in STEM education. The NSF GRFP provides three years of support over a five-year fellowship period for the graduate education of individuals who have demonstrated their potential for significant research achievements in STEM or STEM education.

Jessica Arend is a second-year PhD student in the Clinical Science and Psychopathology Research Program (CSPR). Jessica is advised by Dr. Angus MacDonald and is a member of the  TRiCAM Lab . With the NSF GRFP, she intends to investigate how experiences of discrimination may impact reward learning among people with multiply-marginalized, intersectional identities. Jessica is motivated by research questions that explore which sociocultural and neurobiological factors affect a person's risk for, or resilience against, developing mental health symptoms. Ultimately, they hope to better characterize how and why individuals with serious mental illness experience changes in cognition.

Abby Person is a second-year PhD student in Social Psychology advised by Dr. Jeffry Simpson and Dr. Patricia Frazier. With this fellowship, Abby intends to explore the process by which sexual assault victims disclose their experiences to their romantic partners. She is particularly interested in the role of sexual assault stigma and how partners' reactions to the disclosure impact the relationship. Abby is a member of the  Social Interaction Lab and Pat Frazier's Stress and Trauma Lab .

Maya Rogers is a current second-year Social Psychology PhD student working with Drs. Alex Rothman and Traci Mann. Her research focuses on health behavior decision-making and persuasive communication, primarily around vaccination. With this research fellowship, Maya will continue her work in motivational message matching for COVID-19 vaccines as well as assessing the cognitive effects of offering financial incentives for vaccines. Since 2022, Maya has been a member of the  Health and Eating Lab .  

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The NSF Graduate Research Fellowship Program (GRFP) is highly competitive, with thousands of applicants vying for a limited number of yearly awards. The rigorous selection process evaluates applicants based on their intellectual merit, broader impacts of their research, and potential for leadership in their fields. 

With the support of the NSF fellowship, Hernandez will have the opportunity to delve further into their research interests and pursue innovative projects that have the potential to make significant advancements in her field. The fellowship's financial support will allow them to focus wholeheartedly on their research without financial constraints, enabling them to explore new avenues of inquiry and push the boundaries of scientific knowledge.

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Kathryn Roderick is the 2024 Kent & Billie Anger Graduate Student Research Award Recipient

The Psychology Department is pleased to announce that Kathryn Roderick is the inaugural Kent and Billie Anger Graduate Student Research Fund award recipient. This fund was established with a gift in 2023 from Kent and Billie Anger. Kent earned his doctorate in experimental psychology in 1974 from the University of Maine.

Kathryn Roderick is a 4th year PhD Candidate in Psychological Sciences at the University of Maine. Growing up in Virginia, the supportive environment created by Kathryn’s family instilled in her a love of learning, an inquisitive spirit, and a desire to give back to her community. Her decision to pursue a doctoral degree stems from a desire to further her expertise and contribute to the education and training of future psychology professionals. Kathryn’s research broadly focuses on conflict resolution. In her current work she is focusing on how individuals confront discrimination and prejudice, what makes such confrontations effective, and how individuals from diverse backgrounds are perceived when they confront.

The Kent and Billie Anger Graduate Student Research Fund will play a crucial role in supporting Kathryn’s dissertation research. Kathryn is passionate about representing, and understanding, the unique perspectives of individuals from diverse backgrounds in her research. This funding will enable her to compensate research participants and broaden the scope of her data collection efforts. By facilitating a more diverse sample, this financial support will enhance the quality and depth of Kathryn’s research findings, ultimately contributing to the advancement of knowledge in the field of psychology. This funding is vital to a scholar like Kathryn who is passionate about reducing conflict among individuals from diverse backgrounds.

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