Our People

Dr. Susperreguy received her Ph.D. in Education and Psychology from The University of Michigan in 2013. She is an Associate Professor in the Faculty of Education at the Pontificia Universidad Católica de Chile (PUC), in Chile, and the director of the Millennium Nucleus for the Study of the Development of Early Math Skills (MEMAT). Her research has focused primarily on the contextual influences of child development and the social-emotional and cognitive aspects involved in children’s math learning. She is particularly interested in how families promote the development of early math skills in children from diverse populations, particularly Latin-American children.

As a developmental psychologist, I am interested in understanding how children learn language and literacy from events that occur naturally in their lives. One such activity is when parents (or other adults) read books to children, or when children read books themselves. I am also interested in understanding the basic mechanisms that underlie the acquisition of reading and writing in English and in French.

ADHD and attentional abilities in children. School readiness of at-risk children. Parental involvement in learning. Emotion regulation. Parent-mediated interventions.

Dr. Maggi is an interdisciplinary scholar whose mixed-methods research bring together developmental sciences, population health approaches, participatory methods, statistical modelling, and arts-based approaches. Her work focuses on promoting individual and collective resilience in the context of climate change, especially among children and youth; positive development and emotional intelligence; social, educational, and relational determinants of early career development; impacts of climate change on children, families, and communities; and enabling factors promoting pro-environmental behaviours and climate action.

Dr. Maggi embeds elements of advocacy and resilience promoting strategies in her teachings helping students advance both their academic competences, psychological wellbeing, and socio-emotional learning. She is cross appointed between the Childhood and Youth Studies program and the Department of Psychology at Carleton University where she teaches course relevant to the psychology of climate change, education for sustainable development, nature connection, and human development.

Her participatory research collaborations with educational institutions and community-based organizations in Canada and abroad focus on addressing the impacts of climate change on the wellbeing of young people and the use of immersive technologies (e.g., video games) to promote positive development, emotional wellbeing, climate awareness and environmental behaviors and action.

Dr. Maggi is the founder of Mochi4ThePlanet, a youth-led movement promoting coping with climate change and emotional resilience. She is also an executive member of the Landon Pearson Centre for the Studies of Childhood and Children’s Rights; an advocate for the promotion of children’s rights; a member of the Pickering Centre for Human Development, the Climate Psychology Alliance North America, the Child Rights Academic Network, and Teachers for Future International.

My research interests are in cognitive development and cognition, focusing on individual differences and developmental differences in mathematics. We are currently pursuing various topics in numerical cognition including (a) the types of mental codes adults use to solve arithmetic problems, (b) the role of working memory in mental arithmetic, and (c) the development of early numeracy skills in preschool and kindergarten children. Applied projects include research on the role of language in mathematical learning for children in elementary school and the development of tools for assessing early numeracy skill.

Dr. Kamawar’s research focuses on young children’s development in the following areas: Executive Function, Moral Reasoning, and Future-Oriented cognition.

My research primarily examines mental health (depression, anxiety) and substance use (alcohol, cannabis, tobacco, and other drugs) in adolescence and the transition to adulthood. Current studies with collaborators include: (1) evaluating the developmental course of substance use from late childhood to the mid-twenties, comparing people with and without childhood histories of ADHD; (2) the intersection of self-control, mental health, and alcohol use in undergraduate students; (3) contexts that impact well-being in adolescence and the transition to university, particularly parent involvement and smartphones/social media.

I am also actively engaged in research and pedagogical work on quantitative methods for developmental and clinical research. Recent projects examined data visualization strategies and participant compliance with ecological momentary assessment protocols.

Tina Daniels has been studying conflict and aggression for the last 20 years. Her interests are in the area of primary prevention . She has developed, implemented and evaluated conflict resolution programs, social skills training programs, peer mediation programs and anti-bullying programs both locally and internationally. In the last five years she has directed her attention to understanding the role social/relational aggression plays within children’s close relationships, in particular girls’ best friendships and peer networks. By better understanding the relational nature of aggression and the relationships that surround and shape children who utilize and experience aggressive strategies she hopes to be better able to teach children to deal effectively with the conflict they find in everyday life. Most recently Tina has helped to found and currently sits as the Chair of the Ottawa Anti-bullying Coalition, a group of more than 50 community members committed to raising awareness of the negative effects of bullying and to eliminating bullying in all realms of a child’s life. She gives a number of workshops to teachers, parents and children regarding the development and implementation of Anti-bullying initiatives each year.

Publications

Wichmann, C., Coplan, R. and Daniels, T. (2004) The Social Cognitions of Socially Withdrawn Children. Social Development, 13, 377-392.

Daniels, T., Delveaux, K. & Spence, L. (April, 2003) The Social Relationships of Highly Relationally Aggressive Individuals. Poster presented at Society for Research in Child Development, Tampa, Florida

Delveaux, K. and Daniels, T. (August, 2002) Social Cognitions Associated with Physical and Relational Victimization. Poster presented at the International Society for the Study of Behavioral Science, Ottawa, Ont.

Mayne, J., Daniels, T. and Spence, L. (August, 2002) The Relationship Between Sociometric Status and Social Network Position in Children. Poster presented at the International Society for the Study of Behavioral Science, Ottawa, Ont.

Delveaux, K. & Daniels, T. (2000) Children’s social cognitions: Physical and relationally aggressive strategies and children’s goals in peer conflict situations. Merrill-Palmer Quarterly, 46(4), 672-691.

My research focuses on experiences of solitude across the lifespan and across cultures. In particular, I am interested in the development and implications of shyness, social withdrawal, and preference for solitude. My most recent research projects have focused on: (1) the costs and benefits of solitude in childhood, adolescence, and adulthood; (2) the challenges faced by shy and anxious children at school; and (3) the meaning and implications of social withdrawal in different cultures.

As a developmental psychologist, I have always been interested in transitions – how early adolescents cope with the daily hassles associated with puberty, peer pressure and parental conflict; the role that extra-curricular activities play in positive youth development throughout high school; the transition from adolescence to young adulthood and developmental phase called emerging adulthood; the transition to university and most recently, the transition to mid-life, understanding how women navigate the menopausal transition and it’s impact on successful aging.

My current research focus is two-fold:  a) A focus on emerging adulthood and the transition to university; identifying key factors that predict student engagement, with a particular interest in how supportive relationships with parents, peers and faculty, can facilitate this transition; and b) A focus on mid-life, understanding the psychological impact of menopause, the role of significant relationships in this transition and how body image at mid-life, influences well-being.

Positive Youth Development Lab

I am interested in understanding the psychological correlates and mechanisms of psychological health and behaviour across various populations including youth, adults, and individuals diagnosed with osteoporosis. I examine all aspects of the psychological health continuum including ill-being (e.g., symptoms of depression), hedonic well-being (e.g., positive affect), and eudaimonic well-being (e.g., vitality). The behaviours I am interested in understanding include physical activity and recreational screen time (e.g., watching TV, playing video games). In an effort to better understand how to enhance psychological health and physical activity and decrease screen time, I am particularly interested in psychological needs (e.g., competence, autonomy, and relatedness) and motivation as mechanisms for change. In a secondary line of research, I am interested in psychometrics and quantitative statistics.

My research focuses on the emotional and mental health of children and youth with autism and other neurodevelopmental disabilities. My work includes the investigations of child-, parent-, and system-level characteristics, and the relationship between these factors, that either support healthy emotional development or exacerbates difficulties in the child and for the family. I am also interested in the impact of these factors on overall parent and family wellbeing. Additionally, I have an interest in implementation science and program evaluations, and working alongside community-based autism providers and advocacy groups, I am investigating the impact of the COVID-19 pandemic, as well as participation in psychosocial interventions on the mental health and wellbeing of autistic youth and their caregivers.

Christine Polihronis currently works at the Knowledge Institute on Child and Youth Mental Health and Addictions as a Senior Data Analyst. Her area of research focuses on improving mental health and addictions care for children and youth in community organizations and emergency departments.

My research program investigates language and literacy development in diverse populations. To date, this work has included children from immigrant and refugee backgrounds and neurodivergent children. I am currently working to enhance and build collaborative research relationships with educators and clinicians to jointly build research projects that seek to better understand bilingual development in diverse learners.

I collaborate with international researchers, educators, and non-profit organisations to build stronger connections between developmental science and policy and practice in education. My multidisciplinary research explores the reciprocal relationship between early childhood education and children’s cognitive development.

Dr. John Anderson is an Assistant Professor in the Department of Cognitive Science, cross-appointed to the Department of Psychology at Carleton University, and a Canada Research Chair (Tier II) in Cognition and Wellness. Dr. Anderson is the Principal Investigator of the Cognition and Neuroscience of Aging Lab. Dr. Anderson holds a status-only appointment as an Assistant Professor at the Dalla Lana School of Public Health at the University of Toronto and is an Affiliate Scientist at the Centre for Addiction and Mental Health (CAMH). Dr. Anderson has a Ph.D. in Psychology from the University of Toronto. He completed post-doctoral training in research on bilingualism and cognitive reserve at York University. He advanced neuroimaging and the links between depression and dementia in older adults at the Centre for Addiction and Mental Health.