Staff and Faculty

My areas of interest are:  Attachment Theory, Somatic Approaches to Healing, Intimate Partner Relationships, Parenting/Child Development and Family Health. 

• Introduction to Psychology Practice (CPC 501)
• Systemic Theory: Diversity and Cultural Psychology (CPC 502)
• Family System Therapy (CPC 512)
• Psychology of Sexuality & Human Development (CPC 523)
• Group Counselling Psychology (CPC 527)
• Child and Adolescent Counselling (CPC 600)
• Practicum II, III (CPC 652, 653)

• 1990-present: Individual, Couple and Family Therapist, Private Practive
• 1990-1991: Educational Counsellor, Malaspina College
• 1988-1990: Psychology Instructor, Malaspina College
• 1987-1988: Therapist (Alcohol & Drugs Program), Ministry of Health

• Ph.D., Psychology, University of Victoria, 2000
• M.A., Educational Psychology, University of Victoria, 1991
• Bachelor of General Studies, Simon Fraser University, 1981
• Diploma in Education, Simon Fraser University, 1978

• Best Student Paper:  Canadian Psychological Association, Women and Psychology Section.
• Coates, L. & Wade, A.  (1994). Use of Psychological Language in Sexual Assault Trial Judgments. Paper presented at the Canadian Psychological Association Annual Conference, Pentiction, B.C.

• Richardson, C., Wade, A.  (2008).  Taking resistance  seriously:  A response-based approach to social work in cases of violence against Indigenous women.  In J. Carriere and S. Strega (Eds.)  Walking This Path Together.  Winnipeg:  Fernwood. Publishing
• Renoux, M. & Wade, A. (2008).  Resistance to Violence: A Key Symptom of Chronic Mental Wellness.  Forthcoming. Context (June, 2008).
• Wade, A. (2007).  Despair, Resistance, Hope, in C. Flaskas, I. McCarthy & J. Sheehan (eds), Hope and Despair in Narrative and Family Therapy: Adversity, Forgiveness and Reconciliation. Hove: Brunner-Routledge.
• Coates, L. & Wade, A. (2005).  Language and Violence: Analysis of Four Discursive Operations. Forthcoming: Journal of Family Violence.
• Wade, A. & Todd, N. (2003).  From a Language of Effects to a Language of Responses, in D. Pare and T. Strong (eds.),  Furthering Talk:  Recent Developments in the Discursive Therapies. Forthcoming.
• Coates, L. & Wade, A.  (2003). Telling it Like it Isn’t:  How Psychological Constructs Obscure Responsibility for Sexual Assault.  Discourse and Society.  Forthcoming.
• Wade, A.  (2002). From a Language of Effects to Responses: Honouring Our Clients’ Resistance to Violence.  New Therapist, September/October (eds) 2002
• Wade, A. (2000).  Resistance to Interpersonal Violence:  Implications for the Practice of Therapy.  Unpublished Doctoral Dissertation, Department of Psychology, University of Victoria.
• Wade, A.  (1997). Small Acts of Living:  Everyday Resistance to Violence and Other Forms of Oppression. Contemporary Family Therapy. Vol. 19(1),  23-39.  (Also appears in French in Therapie familiale, Geneve, 1999, Vol. 20, No. 4, pp. 425-438.)
• Wade, A.  (1995). Resistance Knowledges:  Therapy With Aboriginal Persons Who Have Been Subjected to Violence.  In P.H. Stephenson, S. J. Elliott, L. T. Foster, & J. Harris (Eds.), A Persistent Spirit: Towards Understanding Aboriginal Health in B.C. (pp. 167-206).  Vancouver: University of British Columbia.
• Bavelas, J., Coates, L., Lawrie, D., & Wade, A.  (1992). Interactive Gestures. Discourse Processes. Vol. 15, 469-489
• Wade, A. (1992).  Development of an Empirical Method for the Identification of Family Myths.  Unpublished Masters Thesis, Department of Educational Psychology, University of Victoria.

My Master’s thesis was a non-traditional thesis which focused on the relative absence of crisis intervention education and training in Canadian Master’s-level counselling programs.  As part of my research, I developed a sample curriculum for a standalone Crisis Intervention course.  I am currently in the process of co-developing a research-informed process-experiential therapeutic group for spouses and partners of first responders.

I approach teaching in much the same way I approach my therapeutic work with clients.  My approach is collaborative, relational, and experiential.  As both counsellor and instructor, I see myself as companion on someone else’s journey, as opposed to being the one setting the course.  I have a deep belief that we always learn with and from each other in any classroom setting.  As a CityU MC Program alum, I also feel that I have a unique opportunity to reflect on my own experience as a student and integrate the pieces which most supported my own learning.  

My research and clinical interests are how to support ADHDers and their access to executive functioning using Somatic therapy and Polyvagel theory.

Every counsellor has their own unique skills and abilities. To maximize the effectiveness of these gifts, we need to know ourselves inside and out. My goal, as an instructor, is to help 

My research focusses on the impacts of childhood adversity and disclosure experiences on psychosocial and psychosexual development. My doctoral work examined the complex pathways linking childhood sexual abuse, contextual adversity, and outcomes such as substance use, suicidality, and sexual shame, with attention to gender differences. Currently, as a Postdoctoral Research Fellow at the University of British Columbia, I study healing programs among Indigenous peoples, with particular attention to substance use, mental health, and men’s wellness. My work integrates both quantitative and qualitative methods to better understand recovery, resilience, and the development of effective, culturally-grounded support systems.

https://www.researchgate.net/profile/Asal-Skrenes

My teaching philosophy centres on creating an open, welcoming, and collaborative learning environment where students feel encouraged to engage, ask questions, and connect theory to practice. I believe that research methods and statistics are best learned through practical application, and I aim to provide students with skills and knowledge they can confidently carry into their professional practice.

My research interests lie in the applications of New Learning Technologies on graduate education for adult learners who speak English as a foreign language.

Supporting students in their becoming of responsible communicators in all areas of their personal and professional endeavors.

Bhupie is interested in intersectional research weaving in the ways that communities, families, and individuals resist and challenge oppressive, colonial systems; and the ways these systems impact the struggles that communities, families, and individuals face.

• Dulay, B., Krasnow, S., Reynolds, V., & Sampson, G. (2018). Talk-Listen: Centering Youth Wisdom in Group Work at Peak House. Relational Child and Youth Care Practice, 31(3), 6-23.
• Dulay, B., Sampson, K., Krasnow, S., & Reynolds, V. (2019). Gender Group at Peak House: Making Space beyond inclusion, resisting cis-and heteronormativity. The International Journal of Narrative Therapy and Community Work, 4, 9-22

It is important to Bhupie to honour and allow the strength, wisdom, and lived experiences of those she works alongside to guide her work—in counselling and in teaching. Bhupie is passionate about creating a safer space alongside counselling students to grow and unlearn in the classroom. She hopes to be of use to her students and is inspired by her students as they develop an intersectional, ‘anti-oppressive’ practice.

Learning; yours, mine, and ours is best accomplished when some fundamental ingredients are present: reciprocity, humor, practicality, relevance, ideas grounded in reality but with wings of possibility, playfulness, respect, dissension, not knowing, attention, and adequate coffee breaks.

• Mental Health in the Schools
• Child and Adolescent Counselling
• Internship
• Couples Counselling
• Human Sexuality

• Master of Arts (Behavioural Sciences), Whitworth College, 1982
• Bachelor of Arts (Recreation Administration), University of Alberta, 1973

My research interests include standards of practice, accreditation of agencies, research methodology and the reality of the student experience

I believe in creating a respectful environment in which students can grow and thrive. I believe in integrating theory and practice in the classroom and I believe that all of our students have the potential to be excellent practitioners. And I have taught most course in the MC program with the exception of Pharmacology.

Cate’s research interests have focused on attachment processes in close relationships. 

Pelling, C and Arvay-Buchanan, M. (2004). Experiences of Attachment Injury in Heterosexual Couple Relationships, Canadian Journal of Counselling, Vol 38:4, 289-303

• Trauma-informed practice
• Emotion Focused Therapy

The subject areas that she teaches require both a theoretical understanding of human experience and a set of relational skills. Students need opportunities to practice and develop their skills.  Sequential “practice” activities lead to skill acquisition and skill refinement. As an instructor, she believes her role is to facilitate and support students’ skill development and provide a theoretical backdrop for counselling practice. 

Exploring interventions for online groups such as Incels with risk assessment interventions

own growth, interests, and skill development while working within scopes of practice

I see teaching as a collaboration that begins with relationship.  I strive to bring my authentic self with humor, creativity, and vulnerability to foster conditions for mutual growth and learning. I believe that grief and loss influence many aspects of mental health, one’s life path, and community. I’m excited to explore these themes with students as I strongly believe professionals must do the work we are supporting our clients to do as they engage with their mortality. Thus, real-world examples from practice and experiential learning strategies feature in my teaching approach. We will likely find ourselves collaborating in secular or nature-based rituals, mindfulness, culturally relevant, creative and somatic approaches to support our own regulation and expression, and to build skills for practice. Likewise, attuning to power in the classroom, the counselling relationship, and care systems encourage awareness and responsibility to advocate for equitable care alongside our clients and communities. As a queer cis-woman with an invisible disability working in the end-of-life and bereavement field, I strive to centre wellness and to integrate these themes into my classroom, including welcoming diverse approaches to demonstrating knowledge. I encourage students to create strategies to support their well-being that promote balance and career longevity.

My primary areas of interest and research include educational policy, assessment systems, education in the developing world, equitable educational access, and research methods including mixed methods.

• Baird, J., Hopfenbeck, T., Ahmed, A., Elwood, J., Paget, C., & Usher, N. (2014). Predictability in the Irish Leaving Certificate Examination: Review of the Literature (No. 1). Oxford, U.K.
• Evangelou, M., Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Paget, C., … Tracz, R. (2014). Evaluation of Children’ s Centres in England (ECCE) Strand 3: Parenting Services in Children’ s Centres
• Research report. Oxford, U.K.
• Menezes, I. G., Duran, V. R., Mendonça Filho, E. J., Veloso, T. J., Sarmento, S. M. S., Paget, C. L., & Ruggeri, K. (2016). Policy Implications of Achievement Testing Using Multilevel Models: The Case of Brazilian Elementary Schools. Frontiers in Psychology, 7(November).
• Paget, C., Malmberg, L.-E., & Martelli, D. (2016). Brazilian National Assessment Data and Educational Policy: An empirical illustration. Assessment in Education: Principles, Policy & Practice, 23(1), 98–125.

I think the most important things about teaching are enjoyment and relevance. I think people like learning new things that they can connect to their daily lives, and that help them make sense of the world around them.

Masters Thesis (2015): Contemporary North American Families, the Decline of Marriage, and Repercussions on Society: a Marriage and Family Counsellor’s Tool for Psycho-Education and Intervention Strategies 

Doctoral Dissertation (2023): Humour, relationship satisfaction and ethnicity: A systematic review and meta-analysis.

My teaching philosophy is that information in the counselling and psychology world is ever-changing, and we must stay humble in what we know and be open to understanding what we don’t. As well, I believe professionals in the field must obtain a solid, evidence-based, understanding of their work while acknowledging the limitations involved in research study and design. 

Dr. Vezina’s areas of research and interest include; foster caregiver stress and well-being, self-compassion, secondary traumatic stress, and more.

Given the importance of humanism and relational connection, Dr. Vezina’s teaching philosophy encompasses traditional direction along with reflective learning, practical real-world experiences, and intentional support.  

Internship/Practicum Course  

Dana is dedicated to advancing the mental health field through professional presentations and
psychoeducation. Her work focuses on physiological regulation, sustainable bottom-up change,
and the intersection of spirituality and mental health. She is particularly interested in integrating
current polyvagal and physiological advancements into trauma-safe practices, ensuring a
research-informed and evolving approach to both therapy and education.

Dana’s teaching emphasizes interactive and experiential learning, fostering systemic and critical
thinking while prioritizing ethical integrity and safe client-centered care. She is committed to
developing well-informed, adaptable, compassionate, trauma-safe counsellors. With teaching
experience at Sprott Shaw Community College and CDI College, as well as mentoring
practicum students and supervising Master’s-level counsellors, Dana creates a flexible and
supportive learning environment that encourages engagement, reflection, and professional
growth.

Sport Psychology, Science of Motivation, Human Performance

My teaching philosophy focuses on creating learning environments that integrate theory and scholarship with active practice. My teaching focuses on facilitating rich classroom discussions, self-reflection and experiential learning activities. Our adult learners at City University bring a rich diversity of cultural backgrounds, knowledge, personal and professional experiences to our program. I enjoy encouraging the growth of students in the journey of honing their unique strengths and contributions that they bring to the field of counselling.

CPC 501 Introduction to Counselling Psychology, CPC 526 Counselling Theories, CPC 512 Family Therapy, CPC 513 Brief Therapies, CPC 514 Research & Statistics, CPC 651/652/653 Practicum.

My dissertation is in the area of clinical supervision and threat levels of interns and facilitative confrontation skills.  

I am a practitioner first and a trainer at heart.

I currently teach Introduction to Clinical Supervision, CPC 610 and Practicums.

Ph.D, Counselling Psych.

M.A., Counselling Psych.

B.A., Humanistic Psych.

ACS Approved Clinical Supervisor BCACC

I am most interested in participatory action and transformational research on intergenerational trauma. 

I am currently exploring various interests in the realm of narrative practice.

I view teaching as an opportunity to bring my counselling ethics into the academic environment. This includes valuing the knowledge and experience of all students, collaborating with students to co-create open, transparent, and inspiring learning environments, and exploring ways in which we can engage in social justice in meaningful ways. My hope is that students experience a sense of community that they both contribute to and benefit from.

Psychology of Loss and Grief, Psychology of Aging

Chakraborti, E. (2022). Caring for individuals with mental illness: Qualitative study on financial costs and coping strategies of family caregivers [Unpublished doctoral dissertation]. Adler University.

Chakraborti, E., Li, V., & Sepehry, A. (2021). Do side effects of antidepressants create problems in romantic relationships? Psynapse - The Newsletter of the CPA’s Psychopharmacology Section. (Volume 2, Issue 3), 9. https://cpa.ca/docs/File/Sections/Psychopharmacology/Psynapse%20April%202021.pdf

Chakraborti, E. (2019). Working when you’re emotionally drained: Reflections on the importance of self-care. Insights – BC Association of Clinical Counselors’ Magazine. (Winter, 2019), 38. https://bcacc.ca/wp-content/uploads/2022/10/Insights_2019_Winter.pdf

As a teacher of a practicum course, I see my role as meeting the students at their skill level and help them develop skills and clinical competence. My intention is to offer a safe and supportive environment for group consultations, facilitating clinical development and a sense of professional identity for the student.

Jacqueline’s research interests have been in the area of psychological and economic resilience for those in difficult circumstances in Africa. She has worked as a research consultant for several international organizations in Kenya, Rwanda, and Ethiopia. 

• McAdam, J (2013) An Exploration of Social Entrepreneurism: A Case Study Hakuna Matata Imports, Challenging Organizations and Society, 2/2013
• McAdam-Crisp, J. (2006). The expatriate child and youth care practitioner: Child development across cultures. Relational child and youth care, 19 (2), 5-14.  
• McAdam-Crisp, J. (2006). Factors that can enhance and limit resilience for children of war. Childhood, 3, (4), (459-477), Thousand Oaks, CA: Sage Publications. 
• McAdam-Crisp, J. (2004). Cross-cultural research with children: A relationship of integrity. Relational Child and Youth Care, 17(3), 47-54.

Jacqueline’s teaching values and style embrace the principles of adult learning defined by Malcolm Knowles, in which the learner is a crucial part of the learning outcome. Her style recognizes the different learning needs of each student by providing a range of teaching tools that accommodate various learning styles. She believes each learner comes to the classroom with unique experiences and learning needs that evolve vis a via the course objectives and the student’s interests. As adult learners, it is vitally essential that students feel both personal and professional value throughout the learning process. Jacqueline also draws on the principles espoused by Parker Palmer that states the importance of clear academic boundaries, a non-judgmental approach, and compassion for the individual needs of the students.

Workplace Violence, Bullying, Harassment and Sexual abuse.

Here is a link to some of my recent publications.

My teaching philosophy integrates theory, research, and practice to create a comprehensive learning experience. I focus on student-centered, experiential learning that encourages critical thinking and real-world application. This approach ensures that students are actively engaged in their own learning process, preparing them for professional success as practitioners in training.

Capstone, Addictions, Psychopathology and Pharmacology

Jed’s current research interests include tension-reduction activities (TRAs) in those with concurrent substance use and personality disorders, reactance in treatment, and avoidance coping in substance use.

Jed believes in person-centred teaching, experiential learning, and self-reflective practices.

Dr. Taggart employs Bloom’s taxonomy which uses a gradual cognitive approach beginning with knowledge acquisition, comprehension, a deeper application of learning through practice, analysis and self-reflection of the practice, synthesis of learning, and evaluation of the learning process.  

• Practicum CPC 651, 652, 653 
• Research Methods CPC 514 
• Aging CPC 604 
• Couples Counselling CPC 606 
• Grief and Loss CPC 511 
• Capstone Project CPC 680  
• Clinical Supervision CPC 610 
• School Counselling Practicum EGC 601, 602, 605, 607, 609

• BA, University of Toronto, 1981
• MSc, Psychology (Applied Behaviour), University of Southampton, UK:  2005
• MSc, Psychological Research Methods  & Statistics (Distinction), University of Southampton, 2006
• Ph.D., Social and Developmental Psychology, University of Southampton, 2010

• Stella, M. & Taggart, J. (2020). Attachment, Learning and Embodied Reflective Practices in Clinical Supervision. Body, Movement and Dance in Psychotherapy, 10.1080/17432979.2020.1783572;  https://doi.org/10.1080/17432979.2020.1783572 
• Taggart, J. (2016). Attachment Security in the Classroom. A Proposed Professional Development Framework for Teachers. In (Eds) Flores, K.A., Kirstein, K.D., Schieber, C. & Olswang, S.G., Supporting The Success of Adult and Online Students (pp. 169-183.), Seattle: Flores, Kirstein, Schieber, Olswang. 
• Trauma-Informed Workplaces: understanding the impact of personal trauma in a corporate setting. Oops Solutions Respectful Workplace Seminars, 2016-2018.
• Langley School District: Taggart, J. (2016). What does it mean to be Securely Attached?
• Bringing attachment-based self-reflective practices to the classroom.
• Canadian Counselling and Psychotherapy Conference, 2015: Baker, S., & Taggart, J.
• (2015). Discussions of sexuality, and sexual-related issues in counselling: counsellor competencies in sexual and gender counselling.Taggart, J.M., McBride, E.A., Redhead, E. S. (2010). The Relationship Between Owner Behaviour and Dog Attachment Security in the Strange Situation Test. Journal of Veterinary 

I am committed to interweaving a social justice lens into my courses, through dialogue and scholarly investigations. I currently teach Group Counselling; the Psychology of Trauma and Interpersonal Violence; and Couples Counselling.  I teach virtually and online. My experiences of co-teaching have been rich and I welcome opportunities to work with other faculty. 

Sex Therapy; Supervision. 

I believe in engaging students with the content and each other and include participatory activities in all lessons. 

• Human Sexuality
• Group Therapy

My interests lie in the areas of cognitive behaviour therapy, autism, diverse abilities, invisible disabilities, obsessive compulsive disorder, and body focused repetitive behaviours.

Individuals learn through hearing, seeing, and doing.  To foster this learning environment, we need to focus on engagement.  I want my students to want to learn.  From my experience, students want to know that the content they are learning in school is meaningful and that they can and will use it.  Relevant content is key to engagement.  Evidence based practice is important, but it is key for them to see how this evidence fits into practice by also examining practice-based evidence.  

My passion is to foster critical thought amongst my students by facilitating rich dialogue in my classes.  I offer opportunity for discussion, self-reflection, peer-feedback.  I am curious about their perspectives 

Katrina believes in creating a supportive and collaborative classroom environment built on the principles and tenets of group counselling and facilitation. Her style blends conversation, multimedia, and in-class assignments focused on supporting ongoing reflection and self-awareness, along with clear ethical and clinical guidelines to help ground students’ learning and growth. Overall, Katrina aims to develop practical skills for understanding and supporting clients towards their own symptom relief and recovery, particularly in more severe forms of mental illness and distress.

Bachelor of Arts (Thompson Rivers University, 2009)

Master of Counselling Psychology (Adler University, 2016)

Member of the BC Association of Clinical Counsellors (BCACC, 2021)

Applicant to the College of Registered Psychotherapists of Ontario (CRPO, in progress)

CPC 600 – Child and Adolescent Counselling

CPC 527 – Group Counselling Psychology

CPC 524 – Psychopathology and Psychopharmacology

CPC 651 – Practicum I (TBD)

CPC 680 – Counseling Research Capstone (Second Reader)

Prevalence and Risk Factors of Postpartum Depression in Middle Eastern/Arab Women

October 15^th, 2015

Journal of Muslim Mental Health, DOI:10.3998/jmmh.10381607.0009.104

I believe that a classroom should be a safe, caring community where all individuals are free to speak their minds, and learn from one another.  I see myself as a facilitator of the learning experience, and believe in providing opportunities for both practical application of learnings and academic reflection.  I believe we all have a role and responsibility in the process of learning, and I strive to support each student in understanding and achieving their goals.  I believe each individual learns in different ways, and I strive to ensure I provide a variety of learning modalities in my delivery of materials.  

CPC 512 Family Systems Therapy

CPC 523 Psychology of Sexuality and Human Development 

CPC 524 Psychopathology and Psychopharmacology

CPC Group Counselling Psychology

CPC 600 Child and Adolescent Counselling

CPC 604 Psychology of Aging

CPC 606 Couples Counselling

ECC 602 Counselling Practicum

EGC 605 Internship I

EGC 607 Internship II

EGC 609 Internship III

I combine my passion for therapy into my philosophy of being an empathetic instructor.  I try my best to understand the journey that each student goes through to achieve their ultimate goal of becoming a therapist.  Not only do I enjoy teaching students, but I enjoy learning from students.  I am a firm believer in the quote, “when one teaches, two learn”. 

Clinical Supervision, Counselling Psychology Theory, Psych of Addiction

Laurel came to the practice counselling with a passion for wellness and transformative, life-long learning. She works in the public setting as a clinical counsellor in a local primary care network, supporting a local arts organization as executive director, and teaching Clinical Counselling at the post-secondary level. Her Ph.D. in the Transformative Studies program at California Institute of Integral Studies focused on privileging emergence and relational learning as generative collective wisdom. Laurel’s beliefs about diversity and inclusion are couched in this participatory framework.

Laurel believes that faculty collaboration with learners co-creates learning spaces. In this, she listens and is witness to their experiences, through her my own eyes, with the lens of developmental unfolding. She believes in and values multiple ways of knowing, the balance of chaos and structure in the learning process, and of the centrality of learning in community. Laurel’s teaching strategies depend on a process of presenting in the learning environment; listening equally to student needs, learning goals, developmental stages of the group as a whole, and strategies/tools available/needed in the context. Laurel believes that a learning progression typically moves from simple to complex. She believes in the primacy of her own self-care and reflection process, to enhance and constantly grow as a practitioner/educator/scholar.

I am a graduate of City University of Seattle, Victoria campus. In addition to teaching at CityU, I am a counsellor in private practice and am working on a PhD in Counselling Education and Supervision. My research interests are ambiguous loss, helping people change their relationships with substances, grief, and relationship counselling. 

My teaching philosophy embodies the sentiment, "How I do anything is how I do everything." This adage applies to my teaching style as I prioritize honesty, humour, kindness, curiosity, warmth, openness, and vulnerability. I aim to infuse a real-world perspective into my students' education, making learning relatable and practical. This approach fosters a strong connection with the subject matter, nurturing academic, personal, and professional growth.

Extensive research has shown that attaining successful client outcomes in counselling comes down to the relationship, therapeutic bond and understanding between the counsellor and their client. Similarly, when it comes to teaching, an instructor's ability to build connections and trust is just as vital in creating a positive environment for learning and personal growth.

Credentials

Master of Counselling

Registered Clinical Counsellor

Canadian Certified Counsellor

I believe that we are all bringing experiences and wisdom that facilitate group learning and I value the professional, educational, and lived experience that students bring. I take an experiential and dynamic approach to teaching, leading with curiosity and care. 

Psychology of Sexuality & Human Development

His primary research focuses on problematic internet and video gaming, and he developed the EMDR Gaming Recovery & Insight Protocol (E-GRIP) and the Gamer Rage Survey to address irritability, anger, and aggression linked to gaming.

• DeMella, J. M., Sloan, M., Harrison, H., Cheng, I., Scheiderer, C., Carroll, S., Hutzenbiler, A., Bath, M., & Toohey, M. J. (2024). Exploring the causes, experience, consequences, and treatment of irritability, anger, and aggression amidst the COVID-19 pandemic. Minerva, 65(1), 2-19.
• Bath, M. (2024). EMDR gaming recovery & insight protocol (E-GRIP): An approach for treating video game addiction[Doctoral dissertation, Antioch University Seattle].
• Bath, M., Cheng, I., Harrison, H., & Toohey, M. J.  (2024). Development and Psychometric Evaluation of the Gamer Rage Survey:  Item Analysis and Validity Assessment [Poster Presentation]. American Psychological Association, Seattle, WA.
• Bath, M., Hutzenbiler, A. E., & Toohey, M. J.  (2021). Frequency, Intensity, and Duration of Irritability, Anger, and Aggression During COVID-19 [Poster Presentation]. American Psychological Association, Washington DC.
• DeMella, J. M., Bath, M., O’Leary Sloan, M., & Toohey, M. J. (2019, October). Irritability Parameters for an International Sample: Evidence for Irritability as a Universal Construct with Significant Differences in Duration by Country and Gender. Poster presented at the 2019 Fall convention of the Washington State Psychological Association, Bellevue, WA.

My role as an instructor is to make the material we discuss in class as meaningful and relevant as possible to students while fostering a culture of respect. Teaching a blend of academic theory and clinical practice is essential for the professional growth of future psychotherapists. Becoming a therapist is long and demanding, and I aim to balance experience, skill, knowledge, and passion in my teaching. By doing so, I hope to contribute meaningfully to my students’ development and help them confidently navigate this challenging path.

My research interests reflect areas of aging and impacts of neurological decline within the scope of mental health concerns. Prevention of cognitive decline is also an area of interest as I support classes within the Aging 604 course.

To support a new generation of counsellors is a privilege and vital aspect of supporting our overall communities. Each class reflects its own identity and I lean into each class to support their learning while maintaining the necessary standards and rigor of the MC program.

In the past I have been part of a research lab working on understanding the physiological impacts of high risk jobs such as logging, and back country ski guiding.  I have also had the honour of working with youth in and aging out of foster care who shared their stories with me in order to shine a light on injustice and improve access to further education.  I think of counselling as a type of relational research and informs my drive to make change and use the insights I gain to advocate.  My counselling work now focuses on working with people who have chronic or persistent pain and illness, disability, trauma, collective grief, and hold a special place in my heart and practice for my fellow Queer, Trans, Neurodiverse and Activist community.  

I am currently involved in a pilot project organized for and by front line land defenders as well as the Mental Health Liberation Fund.  It is my hope to generate more awareness of important projects such as this.  The Mental Health Liberation Fund is aimed at provided support for BIPOC students entering into the field of counselling.  

I graduated from the CityU Master’s of Counselling program in 2017.  I am excited to be learning alongside you in this new way.  I have been an instructor in many different capacities, including teaching rock climbing and professional development for teachers.   I believe in the power of people coming together with a shared intention and cannot wait for the creative and expansive ways that we will learn together and build each other up.  It is my hope that together we can not only learn, but that we can be in solidarity in unlearning, and explore possibilities of how we can prevent harm and create new opportunities.  Imagining a world where there is collective healing, reclaiming, and where harmful systems do not exist is weaved into every moment of my practice and how I would like to show up with you.  

• Research Methods
• Introduction to Counselling 
• Systemic Theory:  Diversity and Cultural Psychology 

I believe that we can all learn to be effective and compassionate therapists when we are grounded in our own healed hearts and minds to be helpful with our clients. I know students are eager to learn practical ways to work with clients, and learn how to apply theory into application. I aim to guide students to look inwards as they continue through the counselling program.

CPC 652, CPC 653, ECC 601, ECC 602

My research interests include counselling ethics, mental health practice, clinical supervision, and the use of technology to augment clinical counselling.

My teaching philosophy is best described as follows: discuss-demonstrate-practice-reflect. I like to introduce topics by placing them in a critical context, then show how an approach or skill can be used, and conclude by creating the opportunity for practice and reflection. The assignments in my classes have a focus on both academic analysis and the creation of practical uses for the skills introduced. I see myself as a lifelong learner, practitioner and educator.

Robert’s research interests include stress, distress, trauma, grief & loss, identity development, and gender.

Robert teaches from a constructivist lens, encouraging a learner-centered approach. Robert recognizes that there are many different ways in which adults can interact and make meaning with learning material. He fosters dialogue and collaboration and values active participation and reflection.

My research interests include anti-patriarchal masculinities, intimate relationships across differing locations of relative structural power, and methods for developing more just and equitable practices in socially just and anti-racist education.

I aim to facilitate a classroom environment that is explicitly justice-seeking and helps students identify connections between structural/sociopolitical forces and everyday counselling practice. I draw on knowledge and perspectives from feminist, queer, and critical race theory as well from social movements and activism.

I truly value the wisdom and knowledge from outside the academy that students bring with them to the program and strive to create a space where it can be recognized, acknowledged, and integrated into clinical practice.

Ultimately, I believe that teaching in a counselling program involves an ethical obligation to clients. More specifically, a requirement to participate in the creation of a field that not only more fully reflects the faces of its clients, but seeks first to be in care of, and led by, the communities in our society most marginalized and subject to structural violence. I attempt, in whatever ways I can, to always orient my teaching to respond to this requirement.

• Systemic Theory: Diversity & Cultural Psychology
• Professional Ethics & the Law
• Couples Counselling
• Practicum I/II/III

Mohammad’s research interests focus on the impact of cultural diversity and social justice on family dynamics and individual well-being, through the lens of existentialism. He explores how systemic inequalities affect relationships, mental health, and communication within families, while examining existential concerns like meaning, choice, and responsibility. Additionally, he studies the balance between the needs of the family unit and the individual in therapy, aiming to develop culturally responsive, trauma-informed interventions rooted in existential thought to support diverse communities.

Mohammad has published some articles in recognized scientific journals. His key works include studies on issues related to couples and relationships, existential psychotherapy, cultural diversity and differences, and the psychological aspects of family and relationship dynamics within a systemic context.

Mohammad’s teaching philosophy focuses on creating a welcoming, student-centered environment that fosters engagement, critical thinking, and personal growth. He uses diverse teaching strategies, emphasizes professionalism, and continuously seeks improvement to support students’ academic and professional success.

Digital Health

Clinical, Research, and Player Perspectives on Structural Features Associated with Gameplay: An International Delphi Study

Shannon believes that learning needs to be an active engagement process for both students and educator. She is passionate about fostering collaborative education and value feedback to continue to learn and grow as a faculty member.

Shannon has taught workshops on Digital Health, Boundaries, Resiliency, Mental Health, and Addictions. 

• Counselling Field Experience (ECC 601)
• Counselling Practicum (ECC 602)
• School Counselling Internship I (EGC 605)

• 2017 - present: District Counsellor, Langley School District
• 2004-present: Counsellor, SLT Rebman Counselling & Consulting
• 2015-2017: Area/Elementary Counsellor, Richmond School District
• 2009-2015: Vice-Principal, Steveston-London Secondary School

• Masters in Counselling Psychology, University of Victoria, 2003
• Post Graduate Diploma in Counselling, University of B.C., 1996
• Bachelor of Education, University of B.C., 1982

• Rebman, SLT. (2003). Secondary Trauma & Depression in Adult BC Probabtion Officers: Clinical and Organizational Implications.
• Rebman, SLT. (2001). Behaviour Program or Crisis Managment? (The "C.H.A.M.P.S." Experience), The B.C. Counsellor (Journal of the B.C. School Counsellor's Associatiation), 23 (2), 29-37.

As an educator and a counsellor, I offer a trauma-informed, non-judgmental, decolonizing, and strength-based approach towards learning and healing. I also work as a counsellor for students from 86 different countries at Pearson College (UWC) and have a small private practice. 

• Systemic Theory: Diversity and Cultural Psychology (CPC 502)
• Professional Ethics and Law (CPC 510)
• Psychology of Loss and Grief (CPC 511)
• Brief Therapy Models (CPC 513)
• Counselling Psychology Theory (CPC 526)
• Group Counselling Psychology (CPC 527)
• Research Project/Thesis (CPC 603)
• Couples Counselling (CPC 606)
• Practicum I, II, III (CPC 651, 652, 653)

• 2018-present: Associate Provost, City University of Seattle
• 2015-present: Director (Canadian Master of Counselling), City University of Seattle
• 2008-present: Mental Health Consultant & Service Provider, Homewood Health
• 2011-2015: Internship Program Coordinator (Master of Counselling), City University of Seattle
• 2010-2011: Associate Faculty (Master of Counselling and Master of Education), City University of Seattle
• 2004-2008: Community Corrections Clinician, Dr. Karl M. Williams, Inc.
• 2007-2008: Doctoral Student Therapist, Antioch Community Counselling and Psychology Clinic

• Doctor of Psychology, Antioch University, 2009
• Master of Arts (Counselling Psychology), City University, 2004
• Bachelor of Arts (Criminal Justice), University of Fraser Valley, 1995
• Diploma (Criminal Justice), Fraser Valley College, 1992

I believe in experiential and reflective learning for everyone, including myself. Learning is a shared practice and it is best done with curiosity and openness in a safe and compassionate environment where learners can be brave and vulnerable.

For the MEd program:

• Internship (ECC601; ECC602; EGC605; EGC607; EGC609)
• EGC530 Individual Counselling Theory and Practice
• ECC640 Advanced Issues in School-based Counselling

For the MC program:

My research interests include counsellor wellbeing, ethical practice, supervision, neurodiversity, and blended therapy approaches that combine counselling and teaching practices to support learning and personal growth. I am also interested in the impact of organizational systems on mental health professionals and client care.

My teaching philosophy is grounded in creating a supportive, collaborative, and reflective learning environment where students feel encouraged to develop confidence, self-awareness, and clinical competence. I value authenticity, critical thinking, and experiential learning, and I strive to help students integrate theory, ethics, and practical skills into their professional identity as counsellors.

· ECC 601 – Counselling Field Experience

· ECC 602 – Counselling Practicum

· EGC 605 – Internship I

· EGC 607 – Internship II

· EGC 609 – School Counselling Internships

Dr. Verma’s research focuses on multicultural counselling competencies and culturally responsive psychotherapy, particularly with South Asian populations. Her Applied Scholarship Project, Barriers and Facilitators to Multicultural Counselling Competencies: A Mixed Methods Systematic Review, examined factors influencing effective multicultural counselling practice. Findings emphasized the importance of ongoing training, self-reflection, supervision, communication, and therapeutic alliance in developing multicultural competence.

Bhavna’s teaching philosophy emphasizes experiential learning, cultural humility, and integrating theory with reflective clinical practice. Her teaching interests include multicultural counselling, trauma-informed care, and clinical supervision.

City University of Seattle in Canada Master of Education in School Counselling Program

· ECC 522: Skills and Approaches in School Counselling

· ECC 601: Counselling Field Experience

· ECC 602: Counselling Practicum

· EGC 605: Internship I

· EGC 607: Internship II

· EGC 609: Internship III

· EGC 650: Comprehensive Examination

City University of Seattle in Canada Master of Counselling Psychology

▪ CPC 651: Practicum I

▪ CPC 653: Practicum III

Given my background working and studying in international settings, I have always been interested in strategies to support culturally diverse students.  I focused on this area in my Doctorate thesis.  I have worked as an Indigenous Success Counsellor and been the team lead on innovation grant projects involving Indigenous students for the past 4 years within the school district where I work.  I have also been part of a team receiving a collaborative action research grant from the Provincial Outreach Program for Fetal Alcohol Spectrum Disorder.  I was recently part of a pilot project conducted through the Canadian Mental Health Association which allowed school counsellors in British Columbia to refer students for the BounceBack program.  I am a certified safeTALK trainer, which I incorporate into my teaching at CityU.  I have received recent training which enables me to co-facilitate Planning Alternative Tomorrows with Hope (PATH) meetings, which is a strengths based approach to helping individuals move in positive and possible ways towards their hopes and dreams.

I feel good teachers apply the concepts of neurodiversity to enable a strength-based approach in their classrooms.  Good teachers are aware that every student has a particular cognitive and learning style and work to identify this unique pattern and to foster an environment in which every type of learner focuses on what is meaningful to them and can thrive.  Good teachers are role models, use assistive technology and Universal Design for Learning, encourage students to build positive support networks, and inspire students to move towards their “North Stars”.

• 1995-present: School Psychologist, West Vancouver School District #45
• 1993–1997: Teacher/Librarian, Yanbu International School
• 1985–1988:Teacher Biggar School District

• Doctorate of Education (Teaching & Learning; Psychology), University of Leicester, 2006
• Master of Education (Counselling Psychology; Psycho-educational Assessment), University of Regina, 1990
• Bachelor of Education, University of Saskatchewan, 1984

My educational and research interests largely revolve around two things: subjectivities (inner experience) and intersubjectivities (the intertwinings and sharings of our inner experiences). The interest in both is responsible for my focus on various forms of contemplation and contemplative inquiry: various meditative/mindfulness approaches that can involve all the dimensions of our beings: physical/somatic, aesthetic, emotional, intellectual, intuitive, moral, and of course spiritual. I am especially interested in contemplative modalities and approaches that recognize and work with all these dimensions in an integrated/integral fashion.

Recent areas of scholarly research also include, first, the sacred and explorations of its dimensions. A second interest involves exploration of what stillness means and entails with respect to contemplative practice; the classic wisdom traditions out of which many of our contemplative approaches have emerged offer profound and subtle insights into the phenomenological depths of what it means to experience stillness.

Recent Publications 

Chang, D., Scott, C. & Bai, H. (2025, forthcoming). The role of critical research and authentic academic literacy to enact change in schools. In D. Peluso & K. Berynets (Eds.), Navigating the complexities of school counselling in Canadian contexts: A comprehensive guide for counsellors, administrators, and educators. Canadian Scholars.  

Bai, H., Williams, H., Cueto de Souza, R., Yee, A., Scott, C., & Cohen, A. (2024). Contemplative inquiry as research and pedagogic method. In K. Clough & B. Flanagan (Eds.), The Routledge Handbook of Research Methods in Spirituality & Contemplative Studies (pp. 141–148). Routledge. 

Cueto de Souza, R. & Scott, C. (2024). Cultivating stillness through yoga: Considerations for a deepening of presencing mastery at the bottom of the U. International Journal of Presencing Leadership & Coaching, 1(1), 82–95. https://doi.org/10.69470/eh0wg012  

Scott, C. (2023). The farther reaches of contemplative inquiry. Holistic Education Review, 3(2). https://her.journals.publicknowledgeproject.org/index.php/her/article/view/2986/2650  

Bai, H., Anderson, L., & Scott, C. (2023). Contemplation as a quintessential educational project for our times. Holistic Education Review, 3(2). https://her.journals.publicknowledgeproject.org/index.php/her/article/view/2978/2654  

Scott, C., Anderson, L., & Bai, H. (2023). Hard-wired for presence in an online world: A contemplative perspective and practice guide for educators. In L. Jeffrey, A. Palalas, K. Robert and Y-L. Wong (Eds.), Presence in the online world: A contemplative perspective and practice guide for educators (pp. 111–130). Rowman & Littlefield. 

Setiani, M. Y., Scott, C., & Susanti, S. (2023). Tutors and their feedback in online tutorials: The case in a distance teaching university. The Qualitative Report, 28(8), 2421–2437. https://doi.org/10.46743/2160-3715/2023.5738 

Schmidt, M., Berynets, K., & Scott, C. (2023). A new theoretical approach to enacting transformative leadership with international students. In J. Crawford (Ed.), Leadership: Advancing great leadership practices and good leaders. IntechOpen. https://doi.org/10.5772/intechopen.109355  

Cueto de Souza R., and Scott C. (2022). From mental health crisis to existential human suffering: The role of self-transcendence in contemporary mindfulness. Religions, 13(8), 681. https://doi.org/10.3390/rel13080681 

Gunnlaugson, O., de Souza, R. C., Zhang, S., Yee, A., Scott, C., & Bai, H. (2022). Revisiting the nature of transformative learning experiences in contemplative higher education. Journal of Transformative Education, 20  https://journals.sagepub.com/doi/full/10.1177/15413446211067285  

Scott, C., Behrisch, T., Bhattacharjee, M., Grass, S., and Bai, H. (2021). Re/turning to soil: Becoming one-bodied with the Earth. Cultural Studies of Science Education, 16. https://doi.org/10.1007/s11422-021-10031-1 

My teaching work has been informed by the work of Paulo Freire, Martin Buber, Heesoon Bai, Avraham Cohen, Parker Palmer, David Orr, William Pinar, Celeste Snowber, Carl Leggo, Jack Miller, Tu Weiming, Charles Taylor, and Elliot Eisner. 

With respect to the educational aspects of my interest in contemplative inquiry, I and my colleagues at CityU and SFU develop curricula and work with pedagogical and assessment practices that focus on relationality and dialogue, respect, emergent/emerging curriculum, alterity/Otherness, and a recognition of and deep desire to work with the whole person while recognizing their situatedness. As Paulo Freire (2020) would say, education is fundamentally about becoming more fully human. The renowned environmental educator David Orr expressed it beautifully: 

The plain fact is that the planet does not need more "successful" people. But it does desperately need more peacemakers, healers, restorers, storytellers, and lovers of every shape and form. It needs people who live well in their places. It needs people of moral courage willing to join the fight to make the world habitable and humane. And these needs have little to do with success as our culture has defined it. (Orr, 1991/1996) 

A significant pedagogical approach in our work, and in my former work with non-native English-speaking students, is the use of narrative as an exploratory approach: narrative as research. We have found over the years that students not only love working with storytelling and love telling their stories, but that it leads them to develop incredible insights about themselves, others, and the world (and they then come to appreciate the profound impact of literature!). It is no accident that literacy was perhaps the major focus of Paulo Freire in his revolutionary educational work. I define literacy as understandings of self, others, and the world and the abilities to convey those understandings meaningfully, effectively, and with insight and compassion, allowing us to better connect with others..  

The same can be said of arts-based approaches in education, especially in their capacity to serve as forms of narrative.  

Freire, P. (2020). Pedagogy of the oppressed. Bloomsbury. 

Orr, D. (1991/1996). What is education for? Context Institute. https://www.context.org/iclib/ic27/orr/  

The same can be said of arts-based approaches in education, especially in their capacity to serve as forms of narrative. 

Freire, P. (2020). Pedagogy of the oppressed. Bloomsbury.

Orr, D. (1991/1996). What is education for? Context Institute. https://www.context.org/iclib/ic27/orr/ 

Since 2012, I have supervised over 60 M.Ed. Leadership in Education students in writing their capstone projects or Master’s theses. 

Since 2016, I have supervised over 50 M.Ed. School Counselling students in writing their capstone projects. I have just completed supervising four students in 2021, five others in 2022, and five others in 2023. I just finished supervising seven M.Ed. students in 2024 with one additional student still in progress. 

At SFU, I have helped supervise 29 Ph.D. candidates in Education, as well as many Master of Education students. 

ECC 510, ECC 512, EGC 640 

My primary areas of interest and research include educational policy, assessment systems, education in the developing world, equitable educational access, and research methods including mixed methods.

• Baird, J., Hopfenbeck, T., Ahmed, A., Elwood, J., Paget, C., & Usher, N. (2014). Predictability in the Irish Leaving Certificate Examination: Review of the Literature (No. 1). Oxford, U.K.
• Evangelou, M., Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Paget, C., … Tracz, R. (2014). Evaluation of Children’ s Centres in England (ECCE) Strand 3: Parenting Services in Children’ s Centres
• Research report. Oxford, U.K.
• Menezes, I. G., Duran, V. R., Mendonça Filho, E. J., Veloso, T. J., Sarmento, S. M. S., Paget, C. L., & Ruggeri, K. (2016). Policy Implications of Achievement Testing Using Multilevel Models: The Case of Brazilian Elementary Schools. Frontiers in Psychology, 7(November).
• Paget, C., Malmberg, L.-E., & Martelli, D. (2016). Brazilian National Assessment Data and Educational Policy: An empirical illustration. Assessment in Education: Principles, Policy & Practice, 23(1), 98–125.

I think the most important things about teaching are enjoyment and relevance. I think people like learning new things that they can connect to their daily lives, and that help them make sense of the world around them.

At present I am enlivened by the exponential advancements in neuroscience as it relates to somatic and bio/pyscho/ social therapeutic interventions.  I continue to be inspired by various neurodiversity communities, and am focused on the science of habit change, strategies and practices to combat empathy fatigue and moving from a trauma informed practice to resiliency over time. 

Galen works and teaches via an eclectic person centred and strength-based practice informed by the intersection of neuroscience, psychology and contemplative practice. Grounded in developmental attachment & feminist theory and enlivened by art, compassion focused therapeutic practices, positive neuroplasticity and mindfulness practices, Galen is a lifelong learner continually adding layers of specialized training to her practice.  
As an uninvited guest and settler I acknowledge with gratitude that I learn and work from the stolen land, water and air of the  the xʷməθkwəy̓əm (Musqueam), Skwxwú7mesh (Squamish), and Səl̓ílwətaʔ/Selilwitulh (Tsleil-Waututh) Nations and endeavour to work from a social justice, decolonization, anti racist and intersectional theories of oppression lens.

• 2020: Accelerated Experiential Dynamic Psychotherapy 
• 2020: Mindful Self Compassion/ MFIT
• 2020. Sensory Motor Art Therapy, Institute for Sensory Motor Art Therapy 
• 2006. MA in Leadership & Learning, Royal Roads University
• 2001. DVATI Graduate Level Diploma from the Vancouver Art Therapy Institute     
• 2000. Yoga Teacher Training Certification 
• 1995. BAH Film & Communications, Queens University

• 2020, BCEdAccess 2020 Advo-Con: Resiliency in the Face of Change
• 2020, From Trauma Informed to Resiliency Training: Connection in the Time of Distancing 
• 2020, When Words Are Not Enough: Expressive Arts Trauma Informed Practice Training
• 2020, 2019, 2018. Select Standing Committee on Finance and Government Services
• 2018. Rise Up 2018: BC Inclusion Conference
• 2018. First Call Public Education Forum: The Art of Inclusive Learning: Public Education As Critical Care?
• 2019. Why Visual Arts Matter: The Extermination of Core Arts Curriculum in Vancouver Elementary Schools
• 2018. Building an Inclusive Parents Advocacy Community
• 2018. PAN: An Introduction to Parent Public Education Advocacy
• 2018. Inclusion & diversity A win-win for all: making us Richer, Smarter & Better
• 2018. Art Therapy & Early Childhood Education

2020. Hidden Hero Award, Presented on behalf of Hon Joyce Murray Member of Parliament

The principles and applications of restorative justice are one of my passions. My MA thesis, entitled ‘Narrative Experiences of School Counsellors using ‘Conversation Peace’ a peer mediation program based in restorative justice’, was written to offer school professionals access to an age-old lens of how we might restore broken relationships within school settings without shame. ‘Conversation Peace’ is a peer mediation program co-authored by the Langley School District and CJI – Community Justice Initiatives, in Langley, B.C.

Every person we encounter has unique skills, desires and needs. Our role as teachers and counsellors is to ‘attune’, and to create emotionally safe learning environments. It is an honour and pleasure to support teachers expanding their skills and practise into the rewarding profession of school counselling.

I am interested in posthumanist and new materialist theories in so far as they provide a new way of understanding the relational and performative materiality of learning in educational bio-socio-material ecologies. My doctoral inquiry focuses specifically on the educational implications of posthumanist theories as pedagogical tools of critique.

• Barreiro, J. (2020). Rethinking causality through children’s literacies. In S. Smythe, D. Dagenais, K. Toohey (Eds.), Rethinking Language and Literacy Pedagogies with New Materialities. Routledge. doi: 10.4324/9780429491702-5

• Barreiro, J., Vroegindeweij, M. & Forte, M. (2020). Posthumanism, education, and decolonization: A conversation with Michalinos Zembylas. Matter: Journal of New Materialist Research. https://doi.org/10.1344/jnmr.v1i2.31972

• Barreiro, J. & Vroegindeweij, M. (2020). New materialist becomings and futurities: A panel intra-view. Matter: Journal of New Materialist Research, 1(1), 138-154. Retrieved from: http://revistes.ub.edu/index.php/matter/article/view/30132/31008

• Barreiro, J. Pacheco, C. & Riley, S. (2019). “Posthumanist Processes are Already Always at Work”. SFU Educational Review, 12(1), 32-44. https://doi.org/10.21810/sfuer.v12i1.608

• Barreiro, J. & Driussi, L. (2018). The materiality of the pedagogical encounter: Implications of an Actor-network theory educational analysis. SFU Educational Review, 11(1), 39-47. https://doi.org/10.21810/sfuer.v11i1.595

Central to all of my educational engagements is a belief that social dynamics shape, in profound ways, how education takes place, and vice versa. Consequently, the implications of economic and political interests, culture, beliefs, thinking, and difference have to be accounted for in educational endeavors. Understanding education as a relational praxis also implies accounting for the ethical issues that arise within these assemblages and practices.

School counselling internship

ECC 646 Critical Approaches to Diversity

ECC 601: Counselling Field Experience

ECC 602: Counselling Practicum

EGC 605: Internship I

EGC 607: Internship II

EGC 609: Internship III

Neuropsychology. Brain & Socio-emotional development. Executive functioning. 

I am currently teaching Mental Health Issues in Schools. From a theoretical standpoint, I am drawn to social constructionism and Vygotsky's ideas. This, in combination with providing an optimum environment that includes accommodation to different individual learning styles, information that appeals to many senses, and that is planned in hand with the developmental stage of the learner, is a winning combination. 

My Masters research was in the area of stress and coping.   I was specifically interested in stress and coping in high school teachers.  My clinical interests have included stress and traumatic stress.

I view a teacher as a learner who inspires and facilitates learning.  Teachers provide opportunities and direction to practice using theories, concepts and skills.  The teacher brings experience to these opportunities and can provide feedback on the learning experience.  Teachers create a supportive learning environment so adult learners can benefit from the learning opportunities and share the knowledge and professional background they already have as well as expand their learning and experience to deeper and new levels.

I am passionate about capacity-building in school systems and communities, particularly in the areas of trauma-informed practice, mental health literacy, harm-reduction approaches, cultural competency, and digital well-being.

I believe that learning is most impactful when content is relevant and learning is collaborative and experiential. In my classes, I strive to ensure that individual experiences and prior learning are honoured and included, and to draw direct connections to students’ professional roles and contexts.

ECC 601 Counselling Field Experience 

ECC 602 Counselling Practicum 

EGC 605 Counselling Internship I 

All areas of adolescent development and experience, particularly the experiences of adolescent students in alternative education programs. Indigenous students and families are of special interest, as is the range and purpose of mental health resources within a school and community.

Both teaching and learning require similar conditions to be effective: patience, time, relationship and humility. The best learning comes when we can make mistakes AND have guidance available to help us to improve when both teacher and student demonstrate humility – all of us are on a learning path.  

Orla’s research examines how families and schools work together to support children’s literacy, particularly how parents can foster children’s interest, motivation, and success in learning to read. She also publishes research on educational leadership, coaching, and polyvagal-informed approaches that connect the neurophysiology of behaviour with everyday practice in classrooms, workplaces, and families.

Orla’s teaching focuses on helping her students actively apply what they learn to their work in schools and counselling settings. Grounded in research on learning and polyvagal-informed practice, she uses a coaching approach, offering clear, ongoing feedback so students can see where and how to grow. Her courses invite students to step outside their comfort zone while feeling safe and supported, think critically about research, and link it to their work with schools and families. She uses a mix of teaching strategies, responsive to the needs of each cohort, to create an engaging and caring classroom environment.

• Colgate, O., & Colgate, M. (2026). Polyvagal-informed coaching: a conceptual framework for educational practice. International Journal of Mentoring and Coaching in Education, 1-16. https://doi.org/10.1108/IJMCE-09-2025-0143
• Colgate, M., & Colgate, O. (2026). Designing for Trust, Progress, and Dignity: A Conceptual Framework for Reliability, Responsiveness, and Relational Quality in AI-Enabled Service Systems. Information, 17(5), 443. https://doi.org/10.3390/info17050443
• Colgate, O., & Colgate, M. (2025). The neurobiology of effective leadership: Integrating polyvagal theory with the coaching leadership style. Administrative Sciences, 15(12), 461.
• Colgate, M., & Colgate, O. (2025). Insights and Challenges for Educational Leaders Supporting Families in Home Reading Practices. Education Sciences, 15(3), 296.
• Colgate, O., Ginns, P., & Bagnall, N. (2017). The role of invitations to parents in the completion of a child’s home reading challenge. Educational Psychology, 31(1), 298-311.
• Colgate, O., Ginns, P. (2017). Nudging parents as literacy partners. Teacher Magazine.
• Colgate, O., & Ginns, P. (2016). The effects of social norms on parents’ reading behaviour at home with their child. Educational Psychology, 36(5), 1009-1023.
• Colgate, O., & Ginns, P. (2016). The effect of peer influence on parents’ reading behaviour at home with their child. Harvard Family Research Project, Research Digest.

My teaching philosophy is to meet students where they are at, cater to their individual needs, and expose them to as many different perspectives as possible.

• Social Emotional well-being 
• Neurodiversity

ECC 601 Counselling Field Experience

I believe in experiential and reflective learning for everyone, including myself. Learning is a shared practice and it is best done with curiosity and openness in a safe and compassionate environment where learners can be brave and vulnerable.

For the MEd program:

• Internship (ECC601; ECC602; EGC605; EGC607; EGC609)
• EGC530 Individual Counselling Theory and Practice
• ECC640 Advanced Issues in School-based Counselling

For the MC program:

We all have a different and unique ways of learning alongside our worldviews, beliefs and opinions which only enhance our overall experience. Finding and understanding various ways to tap into learners and empower them along with being a lifelong learner myself will only help us move forward as a whole. 

Trauma Informed Practice (compassionate-informed approaches)  

A research informed model of:  Nervous system regulation, neurobiology, attachment, counsellor authenticity, and intention to truly see the person 

ECC 522 – Skills and Approaches in School Counseling 

EGC 539 – Mental Health Issues in Schools 

ILC 539 – Independent Study/Mental Health Issues in Schools 

I believe the classroom should be an inclusive, engaging and fun place where discussion, debate, constructive feedback and humour are found.

CPC 652, CPC 653, ECC 601, ECC 602

Research

• Explore Wendy’s scholarly work on Google Scholar. https://scholar.google.ca/citations?user=kki9bIwAAAAJ&hl=en
• Higenbottam, W. (2004). In Her Image: A Study of Art Therapy with Adolescent Females The Canadian Art Therapy Association Journal. 17(1). 10-17
• Janda, A., Pitman, C., Maquignaz, S., Peers, J., Ionnadis, E., Moffott, C., Bartlett, T., Hock,R., and Higenbottam, W. (2025). The Role of School Counsellor/The
• Multiple Hats of a School Counsellor. In K. Berynets, L. Porter, D. Peluso, & M. Stella (Eds.), Navigating school counselling in Canada. Canadian Scholars Press.
• Orlando, J., Acevedo, J., Higenbottam, W., MacNeil, J., Zarin, N. and Lanaway, L. (2025).Bridging the Multiple Responsibilities of School Counselling: Ethics, Wellbeing, and Self-Care In K. Berynets, L. Porter, D. Peluso, & M. Stella. (Eds.), Navigating school counselling in Canada. Canadian Scholars Press.
• Peluso, D., Higenbottam,W., and Stella, M. (2025). Career Counselling in Canadian Contexts: Navigating the Pathways to Graduation. In K. Berynets, L. Porter, D. Peluso, & M. Stella (Eds.), Navigating school counselling in Canada. Canadian Scholars Press.
• Porter, L., Campbell DeLong, I. and Higenbottam, W. (2025). School Counselling Ethics – It's Complicated. In K. Berynets, L. Porter, D. Peluso, & M. Stella (Eds.), Navigating school counselling in Canada. Canadian Scholars Press.

M.Ed Program: School Counselling Internship, Ethical and Legal Issues in School Counselling, Career Counselling

Masters of Counselling Program: Child and Adolescent Counselling, Group Counselling