WINTER 2021

January 27, 2021

Speaker: Dr. Steven O. Roberts

Topic: Racism: A Developmental Story

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Abstract: Racism – often conceptualized as disliking or mistreating others because of their race – is a system of advantage based on race. In this talk, I will share my personal and professional experiences within this system, and highlight how the two have developed hand in hand. Specifically, I will address racism in our categories, churches, relationships, and science. In doing so, I will aim to make three broader points. First, racism shapes our lives in ways that are often unappreciated and unrecognized. Second, racism shapes our lives from childhood well into adulthood and beyond. Third, our own experiences with racism (and race) inform who and what we study. I will conclude with recommendations for the future, both as a human and as a scientist.  

Steven O. Roberts is an Assistant Professor of developmental and social psychology at Stanford University.  

February 24, 2021

Speaker: Dr. Jeffrey Ansloos

Topic: Integrating Sociocultural and Ecological Dimensions of Health in Indigenous Community Mental Healthcare

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Abstract: This presentation will highlight the importance of understanding various social and ecological dimensions of Indigenous community mental health, with a focus on health equity for children and youth, 2SLGBTQ persons, and those living in rural and northern communities. While ecological models of mental health have long been recognized as central in the promotion of Indigenous mental health, there remains persistent gaps in uptake and an urgent need to better integrate these considerations within theory, research, and up-through-downstream intervention practices. Through examples drawn from Indigenous community partnerships across Canada, Dr. Ansloos will detail  the findings of projects which highlight sociocultural–informed and contextually-relevant practices with Indigenous community mental health, especially those which nuance the intersections of language and cultural continuity, structural domains of health policy and promotion, and social action.  Finally, the presentation will consider the important role and limits of psychologists in the mental health care of Indigenous communities, and seek to contextualize psychological care within a community and strengths-based approach to Indigenous mental health.

March 24, 2021

Speaker: Dr. Jennifer Gomez

Topic: Cultural Betrayal Trauma in Marginalized Young Adults: The Role of Inequality

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Abstract: The legacy of societal inequality impacts marginalized youth and young adults, including their experience, meaning-making, and outcomes of interpersonal trauma. Created by Gómez (2012), cultural betrayal trauma theory (CBTT) highlights cultural betrayal in within-group violence in marginalized populations as a dimension of harm that affects mental, behavioral, and cultural health outcomes. In CBTT, within-group violence violates the (intra)cultural trust—solidary, love, loyalty, connection, responsibility—that is developed in-group to buffer against societal inequality. This violation, termed a cultural betrayal, can contribute to poorer outcomes. In this talk, I will first explain CBTT and detail its empirical support, with a focus on Black young adults in the U.S. I will close with micro- and macro-level implications for addressing and ultimately preventing violence in youth, including the importance of attuning to the context of inequality, discrimination, oppression, and second-class citizenship for marginalized trauma survivors.  

April 28, 2021

Speaker: Dr. Poh Wee Koh

Topic: Reading Research Beyond English-as-First-Language Populations: Some Theoretical and Methodological Considerations

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Abstract: Using the Simple View of Reading and Componential Model of Reading as frameworks, the complexities of conducting reading research in learners who (1) acquire and learn English as a second language, and (2) read in a non-alphabetic orthography, are examined. To this end, I discuss some recent work relating to elective and circumstantial bilinguals as well as children learning the Chinese language. Specifically, the applicability of existing reading frameworks in explaining reading development of these different learners is presented. Additionally, within the context of the studies presented, I highlight the potential of primary and secondary analytical methods (e.g., systematic reviews, person-centered and variable-centered approaches) in addressing some issues relating to research in these learner groups.

Fall 2020

September 30, 2020

Speaker: Dr. Dillon Browne

Topic: “Won’t Someone Please Think of the Parents!” - A Multilevel Examination of Family Stress during COVID-19

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Abstract: There is growing evidence for the putative consequences of the COVID-19 pandemic on child and caregiver mental health. Most of this rapid-response research has been cross-sectional and focused on one-child-per-family. While informative, this methodology is not able to isolate the (a) direction of effects amongst contextual stressors, children, and caregivers, and (b) processes that are operative for entire families versus specific children. It is important to understand these nuances to best inform our public health disaster response, particularly in the arena of child and family mental health intervention planning. Are whole families feeling the stress of the pandemic, or are certain individuals and family subsystems most implicated? This colloquium will explore these questions using an ongoing international cohort of over 1000 children in 500 families, specially mobilized to explore family stress during the pandemic. Emphasis will be placed on “child-effects”, or the way in which COVID-19 related deterioration in children’s mental health may influence caregivers and the family system. Implications for intervention and policy will be discussed.

October 28, 2020

Speaker: Dr. Eunice Jang

Topic: Advancing Holistic Assessment of Young Learners’ Cognitive and Metacognitive Abilities and Psychological Orientations through Artificial Intelligence

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Abstract: The fundamental aspect of assessment and measurement lies in making sense of actions conditional upon latent mechanisms. Actions associated with learning reflect the confluence of learner traits and contextual factors. Technological advances afford a more holistic understanding of the learner as a whole. Building on such intricate understandings, BalanceAI engages students in multifaceted learning activities and provides automated feedback through transformative artificial intelligence-based technologies (https://www.oise.utoronto.ca/ejanglab/research/balanceai/). In this talk, I introduce a series of research done by the IDELA research group using BalanceAI and discuss emerging issues critical for optimizing the integration of AI to education.

November 25, 2020

Speaker: Dr. Nate Fuks

Topic: Clinical Issues in Working with LGBTQ2S+ Immigrant and Refugee Youth

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Abstract: This presentation will explore and discuss clinical issues in working with LGBTQ2S+ immigrant and refugee youth. The clinical implications presented stem from a grounded theory study that was undertaken by the presenter to understand the process of acculturation of LGBTQ2S+ newcomers to Canada. The emerged grounded theory revealed that the acculturation experience of LGBTQ2S+ immigrants and refugees is formed by two consistent parallel subprocesses: cultural identity development and sexual identity development. Data analysis demonstrated that queerphobia in the culture of origin was a central phenomenon of the grounded theory, and played the most dominant role in the development of cultural and sexual parts of the newcomers’ identity. The study offered clinical implications and recommendations for mental health practitioners regarding the design and implementation of micro and macro level interventions that address multiple challenges LGBTQ2S+ immigrant and refugee youth face in their acculturation process. The feedback received from the participants of this study suggests that the understanding of the role that culture of origin plays in the acculturation of LGBTQ2S+ newcomers is essential when designing interventions and doing clinical work with these populations. Thus, cultural scripts need to be examined by mental health practitioners to understand the ways they influence LGBT newcomers’ self-identification, sexual behaviour, and safer-sex attitudes. This understanding will help ensure that interventions and treatment plans account for the role of cultural factors in shaping experiences of LGBTQ2S+ immigrant and refugee youth.

December 9, 2020

Speaker: Dr. James MacKillop

Topic: Understanding Addiction using Behavioural Economics and Neuroeconomics: A Translational Approach

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Abstract: Substance use disorders and other forms of addiction are a major public health problem in Canada. My research investigates these conditions through the lens of behavioral economics and neuroeconomics, integrating concepts and methods from psychology, economics, and cognitive neuroscience. These approaches are particularly well suited for investigating addiction, as these conditions inherently comprise overvaluation and overconsumption of psychoactive drugs and other potent reinforcers. An important aspect is that it uses methodologies that are consilient across levels of analysis, from basic science to clinical applications. One major focus is on in vivohuman behavior and the factors that affect the choices people make in a semi-naturalistic settings, such as a bar laboratory. At the more basic end of the spectrum, my research seeks to dissect the behavioral phenomena observed in the laboratory using structural and functional neuroimaging. At the more applied end of the spectrum, my work imports insights from behavioral studies to inform and improve treatment and public policy. Collectively, my research program seeks to leverage diverse perspectives and methods to generate novel and unique insights into the nature and treatment of addiction.