Post Doctoral Researcher
Children's Hospital Los Angeles
Psychology is a diverse discipline that attempts to understand the basis of behaviour, thoughts and emotions. Psychology at UBC was introduced as a single course in 1915 and was initially offered by the Department of Philosophy. Over the years, the number of courses and instructors grew until we officially became the Department of Psychology in 1958.
Information on research areas offered in the department, as well as admissions-related information, can be found on the department website. Read the department program website carefully before contacting the department with specific questions that are not addressed on the website.
UBC’s Department of Psychology is a top ranked research department in Canada and in the world. Our 58 faculty members and 122 full-time graduate students and postdoctoral fellows conduct research across the spectrum of psychology, representing seven sub-disciplinary specializations: Behavioural Neuroscience, Clinical, Cognitive Science, Developmental, Health, Quantitative Methods, and Social/Personality.
The strength of our graduate programs lies in the highly productive research faculty, well-organized programs of study, extensive opportunities for student-faculty interaction, and rich offering of research specializations. Our faculty are well known for their research expertise in health, happiness, language acquisition, gambling, child development, gender roles, environmental behaviour, neuroscience, and many other areas of psychology. Our research programs are well funded by major national granting agencies, and our faculty are committed to research excellence and interdisciplinary collaborations within UBC’s Faculties of Medicine, Science and Arts, the Institute for Resources, Environment and Sustainability and many other institutions around the world.
Please refer to the department website for all admissions-related information.
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:
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.
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:
Overall score requirement: 90
Overall score requirement: 6.5
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.
A thesis-based MA or MSc in Psychology is required for applicants applying for the PhD program.
We are aware that challenges due to COVID-19 have created difficulties for some students in taking the GREs. As such, we are not requiring GREs as part of the admissions application. However, if you are able to or have already taken the tests, you may submit the test scores. For further questions about our policy, please feel free to contact your potential supervisors Associate Head of Graduate Affairs (email@example.com).
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.
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.
Many programs require a statement of interest, sometimes called a "statement of intent", "description of research interests" or something similar.
Students in research-based programs usually require a faculty member to function as their supervisor. Please follow the instructions provided by each program whether applicants should contact faculty members.
Applicants will not be admitted without identifying a faculty member as their intended supervisor. Admissions decisions are made by prospective research supervisors; applicants are encouraged to reach out to them directly for further inquiries after reviewing the information on the department's website.
Permanent Residents of Canada must provide a clear photocopy of both sides of the Permanent Resident card.
All applicants must complete an online application form and pay the application fee to be considered for admission to UBC.
We offer research-intensive graduate studies in seven sub-disciplinary specializations: Behavioural Neuroscience, Clinical, Cognitive Science, Developmental, Health, Quantitative Methods, and Social/Personality. Please refer to the department's Research Streams page for more information.
|Fees||Canadian Citizen / Permanent Resident / Refugee / Diplomat||International|
|Installments per year||3||3|
|Tuition per installment||$1,732.53||$3,043.77|
|Tuition per year|
(plus annual increase, usually 2%-5%)
|Int. Tuition Award (ITA) per year (if eligible)||$3,200.00 (-)|
|Other Fees and Costs|
|Student Fees (yearly)||$969.17 (approx.)|
|Costs of living (yearly)||starting at $17,242.00 (check cost calculator)|
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.
All full-time students who begin a UBC-Vancouver PhD program in September 2019 or later will be provided with a funding package of at least $23,000 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 refer to the department's Funding page for additional information on funding opportunities.
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 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.
Many professors are able to provide Research Assistantships (GRA) from their research grants to support full-time graduate students studying under their direction. The duties usually constitute part of the student's graduate degree requirements. A Graduate Research Assistantship is a form of financial support for a period of graduate study and is, therefore, not covered by a collective agreement. Unlike other forms of fellowship support for graduate students, the amount of a GRA is neither fixed nor subject to a university-wide formula. The stipend amounts vary widely, and are dependent on the field of study and the type of research grant from which the assistantship is being funded. Some research projects also require targeted research assistance and thus hire graduate students on an hourly basis.
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.
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.
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.
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.
Applicants have access to the cost calculator to develop a financial plan that takes into account various income sources and expenses.
112 students graduated between 2005 and 2013: 1 is in a non-salaried situation; for 5 we have no data (based on research conducted between Feb-May 2016). For the remaining 106 graduates:
These statistics show data for the Doctor of Philosophy in Psychology (PhD). Data are separated for each degree program combination. You may view data for other degree options in the respective program profile.
|2016||Dr. Hall examined the psychological barriers to women's success in science and engineering workplaces. He found that accepting workplace conversations with male colleagues were key predictors in lowering gender stereotyping and burnout for women. This research furthers our understanding of how to increase women's success in male dominated careers.|
|2016||Dr. McNamara examined how culture and cognition sculpt psychology across development. Norms prohibiting mental state inference lead Fijian adults to punish accidents more than Westerners, while children in Fiji and Canada show similar intent focus. Therefore, mental state reasoning may emerge early and differentiate based on culture into adulthood.|
|2016||Dr. Pesquita investigated human sensitivity to subtle differences in bodily cues that occur when someone else's attention is controlled by an internal choice versus an external cue. Her work brings a longstanding distinction between voluntary and reflexive attention into the realm of a modern topic: reading other's minds through action observation.|
|2016||Dr. Fox investigated the brain's ability to self-generate its own mental content independent of the external environment. His work illuminates how specific brain networks are differentially involved in generating particular types of mental content.|
|2016||Dr. May developed a tool to identify the reasons that people attempt suicide. She validated her tool in 5 populations, involving collaborations with Vancouver General Hospital and Brown University. The tool can help match suicidal people to effective, targeted treatments and will improve how mental health researchers study and understand suicide risk.|
|2016||Dr. Burns studied thinking skills in patients with schizophrenia related disorders. She found that patients with schizophrenia had difficulty understanding irony, a difference that was also reflected in electrical activity in the brain. This study increases our understanding of schizophrenia and informs intervention strategies.|
|2016||Dr. Yule's research focused on how human asexuality, defined as a lack of sexual attraction, is best conceptualized. She investigated mental health correlates of asexuals, compared asexuality with sexual dysfunction, and explored sexual fantasy among asexual individuals. This research has greatly advanced our understanding of asexuality.|
|2016||Dr. Jiang investigated positive self-illusions in children with Attention-Deficit/Hyperactivity Disorder. Findings showed that these children do not appear to overestimate their social abilities. This study increases insight into the self-perceptions of children with ADHD, and informs clinical approaches to furthering child and family well-being.|
|2016||Dr. Laidlaw explored how individuals look at and pay attention to other people. She documented several factors that influence whether and how people direct their attention to others in both everyday situations and while looking at images or videos. Her work bridges a gap between traditional theories of visual attention and everyday experiences.|
|2016||Can infants learn about social conventions? Dr. Zhao studied how infants may learn about conventions, including using the common-ness of behaviours, and by looking at other people's emotional reactions. Her research shows that infants can learn about social conventions by observing those around them in the first year of life.|
Psychology covers most major areas of the discipline, including: behavioral neuroscience, clinical psychology, cognitive science, developmental psychology, health psychology, personality and social psychology, and quantitative methods.