Dr. Cornish's primary administrative
responsibilities include managing and assisting in the development
of programs for Counselling, Wellness Education, Chaplaincy and the
Blundon Centre for Students with Disabilities. A primary vision for
these services is to promote academic, personal, career, and
spiritual development of students. Dr. Cornish is a strong advocate
for interprofessional collaboration and encourages the development
of partnerships with a broad range of disciplines (including
medicine, nursing, psychology, social work, education, human
kinetics) within the university and within the public health
sector. His clinical and research interests include
interprofessional team functioning, interpersonal and group
dynamics, stepped care programming, wellness community development,
rural mental health service innovations, and gender issues. His
empowerment-oriented approach to professional practice draws
heavily on feminist, brief interpersonal dynamic and
solution-focused methods. Dr. Cornish is a registered psychologist
(Newfoundland and Labrador; Saskatchewan) and works part-time in
private practice with Cornish & Gilleta.
Cornish, P. A. (2012). The Contribution of
Synergy to the Experience of Empowerment. In R. Katz & S.
Murphy-Shigematsu (Eds.), Synergy, Healing and Empowerment:
Insights from Cultural Diversity. Calgary: Brush
Cornish, P. A., & Osachuk, T. (2011).
Canadian Mens Relationships and Help-Seeking Over the Lifespan: The
Role of Public Narratives. In J. Laker (Ed.), Canadian
Perspectives on Men and Masculinities. Oxford University
Church, E., Cornish, P. A., Callanan, T. S.,
& Bethune, C. (2008). Integrating self-help materials into
mental health practice. Canadian Family Physician,
Cornish, P. A. (2006, June). The Role of
Psychology in Interprofessional Collaboration. Chair,
Symposium conducted at the meeting of the Annual Convention
of the Canadian Psychological Association, Calgary, Aberta.
Cornish, P. A., Callanan, T., Bethune, C, Church,
E., Curran, V., & Younghusband, L. (2006, May).
Physician Participation in Interprofessional Rural Mental
Health Care Training: A Report on 2 Pilots. Paper presented at
the 7th Annual Conference on Shared Mental Health
Care, Calgary, Alberta.
Dr. Dicks completed graduate studies in
Behavioural Neuroscience through University Laval in Quebec City,
Carlton University in Ottawa, as well as Memorial. Her emphasis has
been in the area of neuropsychological assessment and intervention
as applied to neurological and psychiatric populations. She
maintains a small private practice where she conducts cognitive
assessments of individuals referred by a third party (insurance
companies, lawyers) for litigation purposes related to personal
injuries (eg, traumatic brain injury, whiplash). She was Co-Chair
of the NL Neurotrauma Initiative Program (a partnership with the
Rick Hansen Institute and the Canadian Paraplegic Association, The
Brain Injury Association, and the Provincial Government) for the
past several years. She sits on the Disciplinary Panel for the
Newfoundland and Labrador Psychology Board.
Following completion of his doctoral studies in
applied psychology from the University of Toronto, Dr. Doyle worked
as a practitioner in the mental health field. Current activities in
the Centre involve counselling for academic support and learning
skills, outreach consultations, administration, and teaching
UCC2020: Applied Cognitive and Affective Learning Strategies. He is
part of the Teaching and Learning initiative and teaches in the
“First Year Success Pilot Program.” His research
interests include the first-year student experience and retention,
the use of narratives and learning journals to foster metacognitive
awareness, helping faculty deal with students who are dealing with
difficult issues, study processes in students, and the impact of
health issues on psychological functioning. He completed an 8-year
term as chair of the Newfoundland Board of Examiners in Psychology
and almost two decades as secretary-treasurer of the Canadian
University & College Counselling Association.
Burke, C., Doyle, M. S., & Rowsell, L.
(2012, October). Connecting LLL to student success:
A pilot within a pilot. Proposal submitted to the
annual conference of the Association of College and University
Housing Officers – International, Albuquerque, NM.
Doyle, M. S (2011,
July). Using online learning journals for students
with disabilities in a University setting. Poster presentation
at the annual conference of the Association on Higher Education and
Disability (AHEAD), Seattle, WA, July, 2011.
Doyle, M. S. (2008,
June). How to recognize your triggers when dealing
with emotionally upset students. Proposal accepted for
the annual conference of the Canadian Association of College and
University Student Services, Memorial University of Newfoundland,
St. John’s, NL.
Doyle, M. S. (2006, April). Facilitator,
Roundtable, Dealing with Disruptive Students,
Student Crisis Response Programs. University of Toronto, Toronto,
Doyle, M. S (2003, February). Invited
panellist, The Codes of Conduct: ASPPB, APA, CPA:
Dual relationships and mandatory reporting. Midwinter meetings
of the Association of State and Provincial Psychology Boards, San
Doyle, M. S., & Garland, J. C. (May,
2009). An online academic screening instrument for
at-risk students. Paper presented at the
35th National Teaching and Learning Conference
– First Year in Focus: Engaging students in first year and
beyond. Simon Fraser University, Burnaby, BC.
Doyle, M., & Garland J. (2001).
UCC2020: Cognitive and Affective Learning Strategies: A Course to
Teach Learning Strategies to the General University
Population. Guidance and Counselling 16, (3),
Goosney, J., & Doyle, M. (2010,
May). Designing instruction for the academically
at-risk: A unique partnership for unique learners. Paper
presented at the annual conference of the Workshop on Instruction
in Library Use, McMaster University, Hamilton, ON.
Hurley, G., & Doyle, M. (2002).
Counselling psychology: From industrial societies to sustainable
development. (Article). The Encyclopaedia of Life
Support Systems. (A joint UNESCO-EOLSS Project.) EOLSS
Publishers Co. Ltd., Oxford, UK. www.eolss.net/E6-27-toc.aspx
Walker, L.S., & Doyle, M. S. (2003).
GOALS. Getting on a learning success path. In Walker, L. A., &
Schönwetter, D. J. Success secrets of
university students. Prentice Hall: Toronto.
Dr. Garland has been on the centre's faculty
since 1980. His primary interest is the application of research
findings from cognitive psychology to students in the classroom.
This has led to the development of student-centered programs for
reading, studying, writing, thesis writing, test taking and test
anxiety. He has co-developed an undergraduate credit course in
learning strategies and is interested in computer applications,
statistics and evaluation. Dr. Garland is a registered psychologist
(Newfoundland) and served for many years as the registrar for the
Newfoundland Board of Examiners in Psychology.
Doyle, M. S., & Garland, J. C. (2003,
June). A comparison of electronic and paper learning
journals with first year students enrolled in a learning-to-learn
credit course. Paper presented at the annual conference of
the Canadian Association of College and University Student
Services, University of British Columbia, Vancouver,
Garland, J.C. (2011) The regulation of
psychology in Newfoundland and Labrador: 1985 to present. In D.
Evans, The Law, Standards of Practice, and Ethics in
the Practice of Psychology. Toronto: Carswell.
Garland, J., & Doyle, M.
(1995). The effects of distance and the rural nature
of Newfoundland on the practice of psychology. Invited
poster presented at the First Residentational Congress on
Licensure, Certification and Credentialing of Psychologists, New
Garland, J.C., & Schoenberg, B.M.
(1990, October). Political realities for the college
and university counseling center: A reexamination. Paper
presented to the Association of University and College Counseling
Directors, 39th Annual Conference, Philadelphia, PA.
Dr. Heath joined the faculty of the University
Counselling Centre and the Faculty of Medicine in the fall of 2006
and has been involved in a variety of interprofessional education
initiatives at the undergraduate and early practitioner level as
well as with licensed practitioners from a number of health
professions. She teaches and supervises PsyD students in the
Psychology Department. Dr. Heath is cross appointed to Eastern
Health Regional Health Authority to provide guidance and leadership
in program development and research in the area of her clinical
expertise, eating disorders. As a Registered Psychologist, Dr.
Heath has more than 20 years of experience working with adults with
CIHR Team Grant; Community-Based Primary
Healthcare: Audas, R.P. (PI); Ronis, S. (Applicant); Tilleczek,
K.C.(Applicant) ; Zhang, M. (Applicant) ; Chafe, R.E.
(Co-Applicant); Godwin, M. S. (Co-Applicant); Heath, O.J.
(Co-Applicant); MacDonald, D. (Co-Applicant); Montelpare,W. J.
(Co-Applicant); Yu, W. (Co-Applicant); Davies, B. (Co-Applicant);
Simms, C. (Co-Applicant); (2013). Barriers and Facilitators
in Access to Child/Youth Mental Health Services: A Mixed Methods,
Inter-sectorial Study in Atlantic Canada (2.5 M).
Health Care Foundation Research Grants: Setliff,
A. (PI); Williams, C. (Co-Investigator); Dumas, J.
(Co-Investigator); Heath, O. (Co-Investigator); Hall, A.
(Co-Investigator): (2013). An Examination of the Factors
Associated with Team Functioning in Eastern Health’s Acute
Care Hospitals ($7,400).
Curran, V., Heath, O., Adey, T., Callanan,
T., Craig, D., Hearn, T., Hollett, A., & White, H.
Approach to Integrating Interprofessional Education in
Collaborative Mental Health Care. Journal of Academic
Psychiatry. Journal of Academic Psychiatry, 36 (2);
Church, E, Heath, O., Curran, V., Callanan,
T., Bethune, C. & Cornish, P. (2010). Rural
professionals’ perceptions of interprofessional continuing
education in mental health. Health and Social Care
in the Community, 18(4), 433-443
Curran, V., Heath, O. & Kearney, A.
(2009) Evaluation of an Interprofessional Collaboration Workshop
for Post-Graduate Residents and Nursing/Allied Health
Professionals, Journal of Interprofessional Care,
Heath, O., Cornish, P., Callanan, T.,
Flynn, K., Church, E., Curran, V., and Bethune, C. (2008). Building
Interprofessional Primary Care Capacity in Mental Health Services
in Rural Communities in Newfoundland and Labrador: An Innovative
Training Model. Canadian Journal of Community Mental
Health, 27(2), 165 -178.
Heath, O., Adey; T., Ward, P., English, D.,
Simms, J., Dominic, A., Maloney, K., & Pardy, S. (October,
2012). Exploring the Possibilities: Developing
Pan-Canadian Best Practice Guidelines for Involuntary Admission and
Treatment of Eating Disorder. Workshop presented at the
Eating Disorder Association of Canada Conference in Halifax,
Heath, O., Simms, J., Ward, P., English,
D., Adey; T., Dominic, A., Maloney, K., & Pardy, S. (October,
2012). Building Interprofessional Community Capacity
for Eating Disorder Care: Results from A Provincial Workshop in
Newfoundland and Labrador, Canada. Paper presented at the
Eating Disorder Association of Canada Conference in Halifax,
Pilon, D., Coniglio, C., McVey, G. &
Heath, O. (October 2012) Provincial Eating Disorder
Treatment Networks: A Call to Action. Symposium presented
at the Eating Disorder Association of Canada Conference in Halifax,
Adey, T., & Heath, O. (September,
2012). Involuntary Treatment or Not? The Eating
Disorder Dilemma. Workshop presented at the Canadian
Psychiatric Association Conference, Montréal, QC.
Sharpe, D., Curran, V. & Heath, O.
(August, 2012). Factors contributing to an
effective pre-licensure interprofessional education curriculum for
medicine students. Poster presented at the Association for
Medical Education in Europe, Lyon, France.
Heath, O., White, H., Young, B., Clarke,
A., Kirby, B. (August 2012). Interprofessional Education
(IPE) and the hidden curriculum: Do students see practicing teams
model ineffective collaboration? Paper presented at the
Association for Medical Education in Europe, Lyon, France.
Heath, O., English, D., Hollett, A.,
Dominic, A., Adey, T., Ward, P., Simms, J., Pardy, S., & Walsh,
A. (November, 2011). Interprofessional Practice and
Eating Disorders - Easing the Burden. Paper presented at
Collaborating Across Borders III Conference. Tucson, AZ.
Heath, O., Kearney, A., Peters, S., &
Barrett, J. Hollett, A., McCarthy, P. (August,
2011). Involving practicing interprofessional teams
in medical education: Improving collaboration and patient
safety. Paper presented at the Association of Medical
Educators in Europe Conference. Vienna, Austria.
Since graduating from McGill University’s
Educational Psychology and Counselling program in 1999, Dr. Neary
has been actively involved in community-based research and
training. She has extensive experience in evaluation of
services, program development and strategic planning. As a
registered psychologist, Dr. Neary ‘s professional practice
emphasizes person-centered, collaborative approaches in individual,
couples and group counselling with people experiencing anxiety,
depression, grief, body image concerns, communication difficulties,
personality and thought disorders. From 2008 to 2011, Dr. Neary
held the position of the Student Wellness Consultant in the Faculty
of Medicine, Memorial University of Newfoundland. In that
capacity she provided counselling support to medical students and
developed several strategies for the promotion of physician and
student wellness. Her clinical and research interests include
body image concerns of women and men, diversity in employment and
education, treatment of depression, men’s mental health, and
health and wellness of medical students and
Kelly has been an advanced practice nurse since
2002 after completing her Masters in Nursing focusing on Individual
Counselling using Brief Solution Focused Therapy. She has worked in
psychiatry and mental health since 1991 and has had extensive
experience in both Acute Psychiatry and Intensive Outpatient Mental
Health Programming while conducting both group and individual
therapy. Kelly has worked with individuals who have experienced
anxiety and depression, personality disorders, thought disorders,
substance and gambling abuse and eating disorders. In the past
Kelly has taught at Memorial's School of Nursing instructing
nursing students in the clinical area of mental health and teaching
"therapeutic communication techniques". Kelly currently coordinates
the Wellness Program for the university students. This involves the
following; coordinating the health & wellness education and
outreach events, the mental health screenings, the supervision of
nursing, MUCEP, SWASP, HKR & Psychology coop and volunteer
students and counselling students with health & wellness and
eating disorders. Since 2002, Kelly has been maintaining a private
practice counselling individuals who have difficulty with stressful
situations, who need to learn and refine skills to change
behavioural, emotional and thinking patterns associated with
problems that cause misery and distress, self-esteem enhancement,
assertiveness and communication training (including setting limits
and boundaries), and wellness/health promotion and prevention
(including personal problem solving and goal setting). Research
includes NCHA health survey and evaluation of an online alcohol
treatment program for university students.
As a registered Psychologist, Dr. Whelan has over
15 years’ experience working with a wide array of clients in
a variety of inpatient and outpatient settings. Her clinical and
research interests include the Assessment and Treatment of Eating
Disorders across the lifespan, Motivational Stages of Change
Theory, Mindfulness, and interpersonal and group dynamics. Dr.
Whelan is also a Professor in the clinical PsyD. Program and is
very involved in teaching, training and supervision. Dr. Whelan is
a registered Psychologist (Newfoundland and Labrador) and works
part-time in her own private practice.
Whelan, E., Goodwin, H., Lask, B. (2009).
Excessive exercise and eating disorders: A
review. The International Journal of Eating
Disorders (under review).
Cooper, P., Whelan, E., Woolgar, M.,
Morrell, J., & Murray, L. (2004). The association between
childhood feeding problems and maternal eating disorder: role of
the family environment. The British Journal
of Psychiatry, 184, 210-215.
Whelan, E. & Cooper, P. (2000). The
association between childhood feeding problems and maternal eating
disorder; A community study. Psychological Medicine
Mr. Marshall has been involved in the development
of the Centre’s learning-to-learn program, designed to
implement recent findings from the fields of cognitive and
educational psychology for the enhancement of students’
academic performance. He also serves on committees and facilitates
special programs to specific groups on campus, including
international students, students of aboriginal origin,
residence-hall students, and students with learning and other
disabilities. As a registered psychologist, he supports the
Centre’s mandate to students in a variety of counselling and
Garland, J.C., & Marshall, L.G. (1988).
Learning skills programs at Memorial University of
Newfoundland: Philosophy and practice. In F. Goodchild, D.
Palmer, & V. Thorsteinson, (Eds.), Helping
students learn at Canadian universities. London, ON:
Learning Skills Publications, Counselling and Career Development,
University of Western Ontario, London, ON.
Garland, J.C., Marshall, L.G., & Doyle
M. (2001, June). UCC2020: Applied cognitive and
affective learning strategies. Presentation at the conference
of the Society for Teaching and Learning in Higher Education, St.
John’s, NL, Canada.
Marshall, L.G. (2005,
May). Motivation theory and academic resilience at
at the national conference of the Canadian Counselling Association,
St. John's, NL, Canada.
Marshall, L.G. (1995,
May). Obeying the rules: Cognitive guidelines for
studying. Presentation at the
national conference of the Canadian Guidance and Counselling
Association, St. John’s, NL.
Dr. Bethune was cross-appointed to the University
Counselling Centre in 1987. She has been on faculty with the
Discipline of Family Medicine since 1984. Her major interests
include competency based education, the teaching of communication
skills to medical students and residents, reflective practice,
professionalism, career choice, research in the doctor-patient
relationship and the enhancement of interdisciplinary approaches to
teaching and patient care. Other interests include sexuality,
sexual abuse, and wife assault. She is the director of faculty
development for family medicine and serves on the national
committee for faculty development with the College of Family
Physicians of Canada. She also sits on the College of Family
Physicians Working Group on the Certification Process which has
developed the national approach to competency based
assessment. She served on the executive of the College of
Family Physicians of Canada and as president of that national
organization. Dr. Bethune completed her Masters of clinical science
(Family Medicine) by distance through the University of Western
Ontario. Her thesis topic was a qualitative analysis of
learner’s experience using a critical incident reflective
journal during their family medicine training. This has led to
further interests and research into the use of journals in adult
education, distance education strategies, and the teaching of
Boillat M, Bethune, C., Ohle, E., Razack,
S., Steinert, Y. Twelve Tips for Developing the Objective
Structured Teaching Exercise for faculty
development. Medical Teacher 2012;
Bethune, C, Brown JB. (2007)
Residents’ use of case-based reflection
exercises. Can Fam. Physician 53.
Bethune, C. (1993). I and thou
(Editorial). Canadian Family Physician,
Bethune, C. (1989). To a safer place
(Editorial). Canadian Family Physician,
Bethune, C., & Finn, E. (1990,
February). Family Practice and Social Work: Who really
cares? Canadian Family Physician, 36.
Bethune, C., Hurley, G. &
Garland, J. (1988, March). Short Course in
Interviewing Skills. Poster display presented at NEGME,
Bethune, C., Worrall, G., Freak, D., &
Church, E. (1999). No Psychiatry? Canadian Family
Cornish, P., Church, E., Callanan, T.,
Bethune, C., Robbins, C., & Miller, R. (2003). Rural
Interdisciplinary Health Team Building Via Satellite: A
Demonstration Project. Telemedicine Journal and
Leach, M., & Bethune, C. (1996, Jan).
Assisting sexually abused adults. Canadian Family
Pullman, D., Bethune, C., Duke, P., (2003).
Memorial University of Newfoundland, Faculty of
Medicine. The Medical Humanities in the Clinical Skills
Course. Academic Medicine, 78(10).
Dr. Birnie-Lefcovitch was cross-appointed to the
University Counselling Centre in 2003. His interests are in
community mental health with a particular focus on primary
prevention, normative life transitions, and informal social
support. His SSHRC-funded research investigates student adaptation
during the transition from high school to university and social
support interventions during this transition. A faculty member in
the School of Social Work since 1998, he served as the
School’s Director from 2002-2009. Currently, Dr.
Birnie-Lefcovitch also serves as the convenor for the Mental Health
Research Exchange Group hosted by the Newfoundland & Labrador
Centre for Applied Health Research.
Wintre, M., Ames , M., Pancer, M., Pratt,
M., Polivy, J., Birnie-Lefcovitch, S., & Adams, G.
(2011). Parental divorce and first-year students’ transition
to university: The need to include baseline data and
gender. Journal of Divorce and
Remarriage, 52(5), 326 – 343. (R)
Wintre, M., Dilouya, B., Pancer, M., Pratt,
M., Birnie-Lefcovitch, S., Polivy, J., & Adams, G. (2011).
Academic achievement in first-year university: Who maintains their
high school average? Higher Education, 62 467-
Ames, M., Pratt, M., Pancer, M., Wintre,
M., Polivy, J., Birnie-Lefcovitch, S., & Adams, G.
(2011). The moderating effects of attachment style on
students’ experience of a transition to university group
intervention program. Canadian Journal of
Behavioural Science, 43(1), 1-12. (R)
Busseri, M., Rose-Krasnor, S., Pancer, M.,
Adams, G., Birnie-Lefcovitch, S., Polivy, J., Pratt, M.., Wintre,
M. (2011). A longitudinal study of breadth and intensity of
activity involvement and the transition to
university. Journal of Research on
Adolescence, 21(2), 512-518. (R)
Tieu, T-T., Pancer, M., Pratt, M., Wintre,
M., Birnie-Lefcovitch, S., Polivy, J., & Adams, G. (2010).
Helping out or hanging out: the features of involvement and how it
relates to university adjustment. Higher
Education, 60(3), 343-355. (R)
Wintre, M., Gates, S., Pancer, M., Pratt,
M., Polivy, J., Birnie-Lefcovitch, S., & Adams, G. (2009). The
student perception of university support and structure scale:
Development and validation. Journal of Youth
Provencher, V., Polivy, J., Wintre, M.,
Pratt, M., Pancer, M., Birnie-Lefcovitch, S., Adams, G. (2009). Who
gains or who loses weight? Psychosocial factors among first-year
university students. Physiology and
Behavior, 96, 135-141. (R)
Wintre, M., Knoll, G., Pancer, M., Pratt,
M., Polivy, J., Birnie-Lefcovitch, S., & Adams, G. (2008). The
transition to university: The student-university match (SUM)
questionnaire. Journal of Adolescent
Research, 23(6), 745-769. (R)
Buote, V., Pancer, M., Pratt, M., Adams,
G., Birnie-Lefcovitch, S., Polivy, J., & Wintre, M. (2007). The
importance of friends: Friendship and adjustment among
1st-year university students. Journal of
Adolescent Research, 22(6), 665-689. (R)
Birnie-Lefcovitch, S. (2002). “A
vision for social work education”. Connecting
Voices. St. John’s: NLASW
Birnie-Lefcovitch, S. (2002). Helping
rural students succeed at university. In L. Walker & D.
Schonwetter. Discovering the seven secrets of
successful students. Toronto: Pearson Education
(2001). Conceptualizing and Implementing Student
Retention Efforts. Presentation at the Deans and Directors
Retreat, Memorial University.
Ted is an associate
professor and chair of the Discipline of Psychiatry, Faculty of
Medicine at Memorial University of Newfoundland and holds a
cross-appointment with the University Counseling Center. He holds
clinical appointment as a psychiatrist at the START Clinic (a brief
intervention out-patient mental health clinic) at St. Clare’s
Mercy Hospital. He studied psychology and medicine at
Memorial and completed a Diploma in Psychiatry at McGill
University. He is a member of the Canadian Institute
Psychoanalysis, Quebec English Branch and is a senior consultant
with the Montreal PAHO-WHO Collaborating Center for research and
training in mental health. Ted’s recent research interests
have focused on interdisciplinary collaboration, team work, group
functioning and the use of self-help materials in mental health.
The use of distance technology for the delivery interdisciplinary
continuing professional development has been a special
Heath, O., Cornish,
P., Callanan, T., (et al.). Building Interprofessional Primary Care
Capacity in Mental Health Services in Rural Communities in
Newfoundland and Labrador : An Innovative Training
Model, (accepted :
Canadian Journal of Community Mental Health).
Callanan, T. When
doctors strike, Royal
College Outlook, p.26,
Vol. 3, #1, Spring 2006.
Urness, D., Hailey,
D., Delday, L., Callanan, T., Orlik, H. The Status of
Telepsychiatry Services in Canada – A National Survey,
Journal of Telemedicine and
Anxiety Disorders, The
Canadian Journal of CME,
Vol. 13, No. 10, October 2001.
Dr. Harris was cross-appointed to the University
Counselling Center in 2007. He has been with the Faculty of
Education since December 2006 in the area of Counselling Psychology
and is also cross-appointed with the Department of Psychology. He
is a Registered Psychologist and has varied clinical work
experiences in hospital and community counselling agency settings.
His theoretical model is eclectic, although experiential models
heavily inform his counselling framework. His primary
research interests focus on HIV/AIDS, counselling/psychotherapy,
prevention of high-risk behaviours, and positive psychology (e.g.,
hope, empowerment). Homepage link: http://www.mun.ca/educ/people/gharris
Power-Elliott, M. & Harris, G.E.
(2012). Guidance counsellor strategies for handling
bullying. British Journal of Guidance and
Counseling, 40, 83-98.
Harris, G.E. (2011). Individual stress
management coursework in Canadian teacher preparation
programs. Canadian Journal of Education,
Bedi, R.P., Haverkamp, B.E., Beatch, R., Cave,
D., Domene, J.F., Harris, G.E., & Mikhail, A. (2011).
Counselling psychology in a Canadian context: Definition and
description. Canadian Psychology, 52, 128-138.
Harris, G.E., Cameron, J.E., & Lang, J.
(2011). Identification with Community-Based HIV Agencies as a
Correlate of Turnover Intentions and General
Self-Efficacy. Journal of Community and Applied Social
Psychology, 21, 41-54.
Harris, G.E. & Joy, R.M. (2010).
Educational Psychologists’ Perspectives on their Professional
Practice in Newfoundland and Labrador. Canadian
Journal of School Psychology, 25, 205-220.
Harris, G.E. & Jeffery, G.
Counsellors’ Perceptions on Working with Student High-Risk
Behaviour. Canadian Journal of Counselling and
Talbot, F., Harris, G.E., & French, D.
(2009). Treatment outcome in psychiatric inpatients: The
discriminative value of self-esteem. International
Journal of Psychiatry in Medicine, 39, 227-241. 5-Year
Impact Factor: 1.262.
Harris, G.E. (2009). In search of professional
congruence: Reflections on ideological consistency between
community-based research and counselling practice, Canadian
Journal of Counselling,43, 3-17.
Harris, G.E., & Larsen, D. (2008). Understanding hope in the
face of an HIV diagnosis and high-risk
behaviours, Journal of Health
Psychology, 13, 401-415. 5-Year Impact Factor:
Harris, G.E. & Larsen, D. (2007). HIV peer counselling and the
development of hope: Perspectives from peer counsellors and
peer counselling recipients, AIDS Patient Care and
STDs, 21, 843-859. Impact Factor: 2.683.
Harris, G.E. & Alderson, K. (2006). Gay men living with
HIV/AIDS: The potential for empowerment, Journal of
HIV/AIDS and Social Services, 5, 9-24.
Harris, G. E. (2006). Practicing HIV/AIDS community-based
research, AIDS Care, 18, 731-738. 5-Year Impact Factor:
Dr. Pardy has been an adjunct professor with the
Counseling Centre since 2010, primarily in the role of supervision
of Doctoral interns and PsyD students. She works with Eastern
Health in the Mental Health and Addictions program in a position
called Eating Disorder Transition and Consultation. The target
group is individuals between the ages of 18-21 who are in need of
adult eating disorder services and who may be transitioning from
the pediatric eating disorder program. Services include assessment
and diagnosis, individual, group and family therapy, and referral
to and consultation with medical, dietetic, psychiatric, and
psychological/counseling services. She manages a caseload of
approximately 15-20 clients consisting primarily of young women
diagnosed with AN-R, AN-B/P, BN, and ED-NOS. Many of her clients
have a concurrent diagnosis of anxiety, depression, or an Axis II
disorder. Dr. Pardy’s theoretical orientation combines
cognitive behavioral, interpersonal, and psychodynamic therapies,
all from a motivational interviewing stance. Dr. Pardy has formal
postgraduate training in advanced clinical supervision, and engages
in ongoing professional development through seminars, consultation,
and participation in supervision of supervision. She has supervised
at all levels of professional training including practica, doctoral
internships, and professional registration. She takes a
developmental approach to supervision, focusing on both the process
of development as a psychologist, with an emphasis on the affective
component of self and other awareness, and on the attainment of
specific competencies for professional functioning. She
accomplishes this through a combination of direct observation and
self-report. Her supervision style is also influenced by her
clinical stance and theoretical orientation: potential supervisees
must have good interpersonal skills for working within a
multidisciplinary framework, and be open to discussions regarding
their own reactions and biases. Previous work in the areas of
eating disorders, adolescence, family therapy, and motivational
interviewing would be an asset. Shortlisted applicants will be
scheduled for an interview. Please feel free to contact Dr. Pardy
if you have any questions about the supervision experience she
offers at firstname.lastname@example.org
Dr. Newman completed her pre-doctoral internship
in clinical psychology at the Memorial University Counselling
Center in 2005-2006. After completion of the internship, she
obtained employment with Eastern Health. She began her career with
Eastern Health as the sole psychologist in the women’s health
program, where she developed groups on perinatal bereavement and
infertility management, and practiced individual and couple
therapy. Since 2011, she has worked at the Terrace Clinic, which is
an adult mental health outpatient treatment facility providing
brief and long-term psychotherapy to individuals ages 18 to 65. She
is currently developing a process-oriented psychotherapy group,
Developing Healthy Relationships, which will start in September
2012. Her primary theoretical orientation is brief psychodynamic
therapy. She is also strongly influenced by feminist theories and
epistemologies. Dr. Newman has 3 years of supervisory experience,
and in September 2012, she will begin working with two pre-doctoral
interns per year. Her preferred method of supervision is to review
segments of video-taped sessions using Interpersonal Process and
Recall. Dr. Newman’s research portfolio is concentrated on
elucidating varied aspects of women’s lives and psychologies
through the use of qualitative methodologies. In particular, she
has conducted research on university women’s understandings
of emotional abuse, narratives of British war brides, maternal
ambivalence, and the experiences of mothers of children with autism
(2010). Motherhood: Women and
Ambivalence. Paper presented at The Primary Healthcare
Partnership Forum, St. John’s, NL.
Clews, R., & Newman, K. (2005).
Multiple learnings about identity from narrative research: Canadian
war-brides as teachers and catalysts. McGill Journal
of Education, 40 (1), 80-94.
Newman, K., Poulin, C., Brazier, B., &
Cashmore, A. (2005). Media’s depiction of emotional abuse:
Reactions and commentaries amongst young university women. In D.
Pawluch, B. Shaffir, & C. Miall (Eds.), Doing
ethnography: researching everyday life (pp. 200-211).
Toronto, ON: Canadian Scholars Press.
Newman, K., Poulin, C., &
D’Entremont, B. (2005). The psychologies and
sociologies of mothers of children with autism spectrum disorders:
An application of the “Psycho-social ethnography of the
commonplace.” Poster presented at The Sixth
International Interdisciplinary Conference: Advances in Qualitative
Methods, Edmonton, AB.