Robinder Bedi

Associate Professor

Research Classification

Research Interests

Educational Counselling
Counselling psychology disciplinary and professional issues
Counselling/psychotherapy in India
Counselling/psychotherapy/mental health with Punjabi/Sikh individuals
The Contextual Model of Counselling/Psychotherapy / Viewing Psychotherapy as a Cultural Practice

Relevant Degree Programs

Affiliations to Research Centres, Institutes & Clusters



Master's students
Doctoral students
Postdoctoral Fellows
Any time / year round

Please see my websites for further information:





I support public scholarship, e.g. through the Public Scholars Initiative, and am available to supervise students and Postdocs interested in collaborating with external partners as part of their research.
I support experiential learning experiences, such as internships and work placements, for my graduate students and Postdocs.
I am open to hosting Visiting International Research Students (non-degree, up to 12 months).

Complete these steps before you reach out to a faculty member!

Check requirements
  • Familiarize yourself with program requirements. You want to learn as much as possible from the information available to you before you reach out to a faculty member. Be sure to visit the graduate degree program listing and program-specific websites.
  • Check whether the program requires you to seek commitment from a supervisor prior to submitting an application. For some programs this is an essential step while others match successful applicants with faculty members within the first year of study. This is either indicated in the program profile under "Admission Information & Requirements" - "Prepare Application" - "Supervision" or on the program website.
Focus your search
  • Identify specific faculty members who are conducting research in your specific area of interest.
  • Establish that your research interests align with the faculty member’s research interests.
    • Read up on the faculty members in the program and the research being conducted in the department.
    • Familiarize yourself with their work, read their recent publications and past theses/dissertations that they supervised. Be certain that their research is indeed what you are hoping to study.
Make a good impression
  • Compose an error-free and grammatically correct email addressed to your specifically targeted faculty member, and remember to use their correct titles.
    • Do not send non-specific, mass emails to everyone in the department hoping for a match.
    • Address the faculty members by name. Your contact should be genuine rather than generic.
  • Include a brief outline of your academic background, why you are interested in working with the faculty member, and what experience you could bring to the department. The supervision enquiry form guides you with targeted questions. Ensure to craft compelling answers to these questions.
  • Highlight your achievements and why you are a top student. Faculty members receive dozens of requests from prospective students and you may have less than 30 seconds to pique someone’s interest.
  • Demonstrate that you are familiar with their research:
    • Convey the specific ways you are a good fit for the program.
    • Convey the specific ways the program/lab/faculty member is a good fit for the research you are interested in/already conducting.
  • Be enthusiastic, but don’t overdo it.
Attend an information session

G+PS regularly provides virtual sessions that focus on admission requirements and procedures and tips how to improve your application.


Graduate Student Supervision

Master's Student Supervision (2010 - 2020)
Factor structure of the hope-action-inventory in a problematic substance use sample (2020)

Alcohol and other substance use disorders are a significant health and social issue in North America (World Health Organization [WHO], 2018). Previous research has found that individuals working to overcome an addiction often report feeling hopeless about their ability to secure employment or return to work in the future (Bauld et al., 2013). Hopefulness and a sense of human agency have been found to be important predictors of positive outcomes, including vocational ones, in a variety of domains for individuals with substance use disorders. Research findings suggest that the presence of hopefulness and being engaged in a meaningful activity, such as a job, are important factors for achieving positive outcomes for individuals with a significant problem with substance use (Ferrari et al., 2012). As such, it is essential to validly and reliably measure career competencies, based on hope and human agency, in clinical settings to provide direction for practitioners on how to effectively support this population. This study evaluated the psychometric properties of the Hope-Action-Inventory (HAI; Yoon, 2017) with a sample of 751 individuals who had ever had a problem with alcohol and other drugs. The HAI is based on Hope-Action Theory (Niles et al., 2019) and was developed to measure an individual’s level of Hope-Centered Career Competencies (i.e., Hope, Self-Reflection, Self-Clarity, Visioning, Goal Setting and Planning, Implementing, and Adapting). This study assessed the reliability of the HAI as well as the scale’s factor structure to explore whether the HAI can be justifiably used to assess career competencies in a problematic substance use population. The HAI was found to have adequate reliability with this previously uninvestigated clinical sample. Furthermore, hierarchical confirmatory factor analysis found that the previously proposed hierarchical seven-factor structure of the HAI fit the data well. These results provide support for the use of the HAI by professionals working with individuals who have ever experienced problematic substance use. Specifically, for the purpose of developing a better understanding about which career competencies clients may need to work on to improve their ability to navigate career development and exploration.

View record

How men envision themselves as men in the future: a grounded theory (2020)

Compared to women, men experience many poorer health outcomes including having shorter lifespans, higher rates for all 15 leading causes of death, and greater risk of cancer and heart disease (Courtenay, 2000; Statistics Canada, 2005; Singh, Kochanek, & MacDorman, 1994; Viallancourt, 2010). College aged men experience additional challenges such as dropping out of school more often and engaging more frequently in risky behaviours compared to women (Courtenay, 2000; Oliffe, Galdas, Han, & Kelly, 2013). Research illustrates the adherence to traditional masculine norms contributing largely to men’s poorer life outcomes (Shen‐Miller, Isacco, Davies, St. Jean, Phan, 2013). Deficit models of psychology saturate the literature on men and masculinities to provide insights into men’s experiences and therapeutic interventions, but less attention has been given to the study of strengths and positive emotions. (Kiselica & Englar-Carlson, 2010). Further, research demonstrates the lack of engagement of college aged men when receiving psychotherapeutic interventions (Davies, Shen-Miller, & Isacco, 2010; Kiselica & Englar-Carlson, 2010). By using a positive psychology approach to develop clinical interventions, scholars have found increased engagement of college aged men in counselling (Davies et al., 2010; Kiselica & Englar-Carlson, 2010), but literature describing these approaches is largely theoretical. Following recommendations to build theory on men and masculinities using a positive psychology lens (Issaco, 2015) and noting the existence of a new but elusive concept of possible masculinities, the present study aimed to (a) construct a data-driven theory for explaining how college aged men envision their possible masculinities (i.e., what men want to be in the future), and (b) to contribute theory-driven suggestions for psychotherapeutic interventions for college aged men within a positive psychology framework. Using grounded theory methodology, the Envisioning Possible Masculinities Model (EPMM) emerged from analyzing eight focus groups with 49 college aged men. The EPMM describes the contextual factors and processes contributing to how college aged men envision their possible masculinities and summarizes two types of possible masculinities (i.e., internal and external). Results can be used to expand the theoretical understanding of college aged men, aid in the development of engaging clinical interventions, and improve the current conceptualization of possible masculinities.

View record

Current Students & Alumni


If this is your researcher profile you can log in to the Faculty & Staff portal to update your details and provide recruitment preferences.


Follow these steps to apply to UBC Graduate School!