University Counselling Centre Faculty and Staff
Peter Cornish, PhD (University of Saskatchewan) Associate professor and Director Registered Psychologist (NL, SK)
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.
Representative research
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 Education.
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 Press.
Church, E., Cornish, P. A., Callanan, T. S., & Bethune, C. (2008). Integrating self-help materials into mental health practice. Canadian Family Physician, 54,1413-7. (1)  
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. 
Lorraine Dicks, PhD (Memorial University of Newfoundland) Assistant professor Senior Psychologist, Health Care Corporation (Eastern Health Board) Registered Psychologist (NL)
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.
Michael Doyle, EdD (University of Toronto) Associate professor, Associate Training Director, and Outreach Coordinator Registered Psychologist (NL)
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.
Representative research     
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, ON.
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 Antonio, TX.
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), 86-91.
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.
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.
John Garland, PhD (Texas Christian University) Associate professor and Research Coordinator Registered Psychologist (NL)
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. 
Representative research
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, BC. 
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 Orleans, LA.
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.
Olga Heath, PhD (Memorial University of Newfoundland) Associate Professor, Faculty Scholar and Director, Centre for Collaborative Health Professional Education Registered Psychologist (NL)
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 Eating Disorders. 
Representative Research
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. (2012).  An Approach to Integrating Interprofessional Education in Collaborative Mental Health Care. Journal of Academic Psychiatry. Journal of Academic Psychiatry, 36 (2); 91-95.
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, 24(3), 315-318.
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, NS.
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, NS.
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, NS.
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.
Michele Neary, PhD (McGill University) Assistant Professor Registered Psychologist (NL)
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 professionals. 
Kelly Neville, RN-C, MN., BSN. (Memorial University of Newfoundland) Wellness Coordinator/Personal Counsellor
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. 
Beth Whelan, PhD Assistant Professor and Training Director Registered Psychologist (NL)
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.
Representative Research
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 30, 69-77.
Lester Marshall, BSc, MEd (Memorial University of Newfoundland) Learning Specialist Registered Psychologist (NL)
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 supervisory capacities.
Representative research
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 university. Presentation 
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.
Wayne Brace, MD, FRCP (C) Clinical Assistant Professor of Psychiatry Memorial University of Newfoundland General and Forensic Psychiatry
Julie Broderick Secretary
Patricia Coady Intermediate Secretary
Wayne Yetman Administrative Assistant
Cheri Bethune, MD, MCISc, CCFP, FCFP (McMaster University) Professor of family medicine
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 reflective practice.          
Representative research
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; 34:269-272.
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, 39.
Bethune, C. (1989).  To a safer place (Editorial).  Canadian Family Physician, 35
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, Montreal, PQ.
Bethune, C., Worrall, G., Freak, D., & Church, E. (1999). No Psychiatry? Canadian Family Physician, 45.
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 E-Health, 9.
Leach, M., & Bethune, C. (1996, Jan). Assisting sexually abused adults. Canadian Family Physician, 42.
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).
Shelly Birnie-Lefcovitch, PhD (Wilfrid Laurier University), RSW Associate Professor, School of Social Work Registered Social Worker (NL)
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.
Representative 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 Remarriage52(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- 481. (R)
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 Science43(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 Adolescence21(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 Education60(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 Studies. (R)
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 Behavior96, 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 Research23(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 Research22(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 (Addison-Wesley).
Birnie-Lefcovitch, S. (2001). Conceptualizing and Implementing Student Retention Efforts. Presentation at the Deans and Directors Retreat, Memorial University.
Terrence (Ted) Callanan, MD (Memorial University of Newfoundland), Dip. Psych. (McGill), FRCPC Member, Canadian Psychoanalytic Society Chair, Discipline of Psychiatry (Faculty of Medicine)
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 interest.
Recent Publications
Callanan, T.S. Truth Telling. Royal College of Physicians and Surgeons of Canada, Bioethics Education Project, available at :   
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 Telecare, 10:160-164, 2004.
Callanan, T.S. Anxiety Disorders, The Canadian Journal of CME, Vol. 13, No. 10, October 2001.
Gregory Harris, BA (Hon), MSc, PhD (University of Alberta) Associate Professor (Faculty of Education) Registered Psychologist (NL)
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: .
Representative Research
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, 34, 104-117.
Joy, R., Hesson, J., & Harris, G.E. (2011). Pre-service teachers' perceptions of the role of the guidance counsellor. Canadian Journal of Counselling and Psychotherapy, 45, Retrieved from
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. (2010). School Counsellors’ Perceptions on Working with Student High-Risk Behaviour. Canadian Journal of Counselling and Psychotherapy, 44, 150-190.
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: 2.068.

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: 2.207.
Susan Pardy, PhD (Queen’s University) Adjunct Professor, Memorial University of Newfoundland Registered Psychologist (NL)
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
Kristin Newman, PhD (University of New Brunswick) Adjunct Professor, Memorial University of Newfoundland Registered Psychologist (NL)
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 spectrum disorder. 
Representative Research
Newman, K., (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.