Luce Calderon (SACP MA Student)
Ivy Debinski (SACP MA Student)
Email: debinski@student.ubc.ca
Ivy Debinski is a MA student in the School and Applied Child Psychology (SACP) program at the University of British Columbia. She completed her Bachelor of Arts in Psychology and Bachelor of Education at the University of British Columbia. Before starting the program, Ivy worked as a teacher, education assistant and behavioural interventionist, focusing on inclusive practices for students with varying needs and at-risk youth. Currently, she is in involved in a study exploring how well standardized achievement assessment measures, the Woodcock-Johnson Tests IV Tests of Academic Achievement (WJ-IV ACH), aligns with the current British Columbia (BC) Ministry of Education Math and Science curriculum for grades K-7. She is also a research assistant for Dr. Wormeli and is working on revising the SAASI-HFS Autism Spectrum Disorder (ASD) Screener (POPARD). Ivy’s MA research interests focus on strength-based interventions for children with Attention Deficient Hyperactivity Disorder (ADHD). Upon completion of her degree, she hopes to pursue a PhD in School and Applied Child Psychology, focusing on Social Emotional Learning (SEL), interventions and assessments for children with ADHD and ASD. Outside of academics, Ivy enjoys staying active through hiking, cycling and skiing.
Addressing Difficulties and Leveraging Strengths in ADHD
ADHD is often linked with challenges that can impact personal and academic success. Research has emphasized the importance of recognizing positive attributes of ADHD through a strengths-based approach. Embedded in positive psychology, this approach focuses on identifying and leveraging individuals’ strengths to foster personal growth, build resilience and enhance well-being. However, more research is needed to explore the value of a dual approach that promotes both positive attributes alongside addressing difficulties with children with ADHD for a more comprehensive intervention framework. By combining interventions that address ADHD related challenges while also focusing on a strength-based approach, children can potentially develop both effective strategies and harness their abilities.
Laine Jackart (SACP PhD Student)
Melissa Lazo (SACP PhD Student)
Melissa is a PhD student in the School and Applied Child Psychology program at the University of British Columbia in Vancouver, BC. She is originally from Peru and completed her Bachelor of Arts in the Psychology Honours program at Concordia University in Montreal, QC. In her clinical work, she conducts psychoeducational, ADHD, and autism assessments for neurodivergent children and youth. Melissa also provides counselling services and parent coaching to families seeking support for emotional, behavioural, and mental health difficulties. Upon completing her degree, she would like to work as part of an interdisciplinary team, conducting psychoeducational and ASD assessments for children and adolescents, while also providing clients and their families with support to foster their independence, development, and success in school and daily life. Her research interests focus on the factors associated with school success and well-being among students on the autism spectrum. In her free time, she enjoys travelling, hiking, going to coffee shops, and spending time with her friends and family.
Parental Influence: Exploring the Role of Intergenerational Autism on the Mental Health and Identity of Autistic Adolescents
Autistic adolescents experience higher rates of anxiety and depression than their neurotypical peers, which impacts their social, emotional, and educational functioning. Camouflaging, or masking autistic traits to fit neurotypical norms, is a common coping strategy linked to negative mental health outcomes such as increased anxiety and depression. Emerging research suggests that having other neurodivergent individuals, like autistic parents, in one’s social environment may serve as a protective factor, promoting mental well-being by fostering a sense of belonging and authenticity.
Melissa’s dissertation aims to explore the impact of having an autistic parent on the identity development, camouflaging behaviours, and mental health of autistic adolescents. Although mental health challenges in autistic youth are well-documented, the role of parental autism is underexplored. Two interconnected studies will investigate whether the presence of an autistic parent is linked to reduced camouflaging, lower anxiety and depression, and a stronger autistic identity in adolescents. The first study will use quantitative methods to examine these relationships, while the second will employ qualitative methods to explore the lived experiences of adolescents with autistic parents. Together, these studies will provide a deeper understanding of how neurodivergent family dynamics influence autistic adolescents’ well-being.
Justin Moase (SACP MA Student)
Email: jmoase1@student.ubc.ca
Justin is an MA student in the School and Applied Child Psychology program at the University of British Columbia. He is originally from Ontario and received his undergraduate degree in psychology from McGill University. In his clinical work as an MA1 student, he shadows a PhD student in the delivery of school-based psychological services. He is looking forward to building his skills in consultation and psycho-educational assessment. Upon completion of his degree, he hopes to pursue a PhD in School and Applied Child Psychology and to gain experience in teaching, autism assessment, and counselling. His research interests include social-emotional learning (SEL) interventions as a school-based support for mental health and positive identity development among 2SLGBTQIA+ students. Outside of school, he enjoys travelling, trying new restaurants, and going to spin classes.
Responsive and Affirming Social-Emotional Learning: Evaluating the Effectiveness and Social Validity of the Strong Teens Curriculum with LGBTQ+ Youth
Lesbian, gay, bisexual, transgender, and queer (LGBTQ+) youth experience higher rates of mental and behavioural health concerns compared to their cis-gender, heterosexual peers. School-based supports that are responsive to LGBTQ+ youth can foster positive school climate and buffer the impact of minority stress on mental health. While social-emotional learning (SEL) has the potential to provide identity-affirming mental health support for sexually and gender diverse students, few studies in the SEL literature have included LGBTQ+ youth. Greater representation of LGBTQ+ students in school psychology research is necessary to meet the needs of an increasingly diverse classroom.
Hira Peracha (SACP MA/PhD Student)
Email: hperacha@student.ubc.ca
Hira is a first-year doctoral student (2024) in the School and Applied Child Psychology program at UBC in the SMART lab. She completed her Bachelor of Arts in Psychology and Creative Writing at UBC. Her research focuses are on mental health, social and emotional learning, and Autism Spectrum Disorder. In her clinical work, she is providing school-based services through psychoeducational assessments, interventions, and consultation. In the SACP program, she is currently a Peer Advisor to support faculty and current and future school psychology students. In the future, she aims to work with families and children in hospital and clinic settings. When she is not working, she is spending time with her cat or doing something creative.
Social and Emotional Skills and Mental Health in Children and Adolescents with Autism Spectrum Disorder
Autistic individuals are at high risk of having a mental health disorder, such as anxiety or depression. Social-Emotional Learning (SEL) is the way in which we are aware of and can manage our own emotions. Factors like SEL skills may have the ability to impact one’s mental health (a broad area that encompasses one’s wellbeing). While there have been intervention studies on improving SEL skills in the ASD population, there is little to no research on the interaction between SEL competencies and levels of depression and anxiety in ASD. SEL in autism is seldomly researched and even fewer have focused on the interaction of SEL and mental health within this population. The goal of this study aims to use regression analysis to answer the following questions: (1) Do SEL competencies predict levels of anxiety in children and youth with autism when controlling for ASD severity, and (2) Do SEL competencies predict levels of depression in children and youth with autism when controlling for ASD severity? Parents of autistic children, aged 9-15, will be asked to complete an online questionnaire through Qualtrics. Understanding the relationship and impact of SEL on mental health within the ASD community in particular will have important implications for the education system and the ways in which clinicians or practitioners work with this population.
Cheryl Wan (SACP PhD Student)
Cheryl was born in Hong Kong and received her undergraduate degree in Psychology at the University of Illinois at Urbana-Champaign. Cheryl is currently a doctoral student in the School and Applied Child Psychology program at the University of British Columbia (UBC). Her research interests include family and school’s influences over student’s academic and mental health development, specifically towards English Learner students and new/first-generation immigrants. In addition, she is interested in understanding the experiences and challenges of first-generation/new immigrant parents with children with special needs in Canadian schools.