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Bullying is not just a part of growing up; it's a serious relationship problem that can lead to long-term consequences for young people's mental, physical, and social well-being. In recent years, research has made it clear that bullying affects a large number of children and youth in Canada, and we all have a role to play in creating safe, inclusive spaces where kids can thrive. Whether you're a parent, teacher, coach, or caregiver, you may be wondering how best to recognize bullying, respond when it happens, and prevent it from occurring in the first place. Over the past several months, I’ve had the opportunity to support many young people who have experienced bullying. In this blog, I’ll share some of the key insights and lessons I’ve learned along the way, in the hopes that they might guide others working to support children through similar challenges. What Does the Research Tell Us About Bullying in Canada? Bullying is harmful and far-reaching.  Young people who are bullied are more likely to experience anxiety, depression, and health problems like headaches and stomach aches. Long after the bullying stops, many children continue to carry the emotional impact into adulthood (Pepler & Craig, PREVNet, 2024). Bullying thrives in unsupervised areas . Bullying is more likely to occur in unsupervised areas of the school, such as hallways, playgrounds, cafeterias, and washrooms. Without the presence of adults, children may feel emboldened to engage in aggressive or harmful behaviours, and victims are less likely to receive immediate support or intervention (Craig, Pepler, & Atlas, 2000; Olweus, 1993). Bullying doesn’t stop on its own.  Without intervention, children and teens who bully are likely to continue this behaviour as they grow up, potentially leading to more serious forms of aggression, including dating violence, workplace harassment, and abuse in adult relationships. Bullying affects everyone.  In any given classroom of 35 students, up to 13 may be involved in bullying, either as targets, aggressors, or witnesses. When bystanders step in, the bullying often stops within seconds, but many students don’t know how to safely intervene or may fear making things worse. Fighting back isn’t the answer.  Contrary to the old advice of “just fight back,” research shows that aggressive responses tend to escalate bullying. Instead, teaching children and teens assertive communication and how to seek adult support is much more effective (PREVNet, 2024). For example: If a peer repeatedly teases or mocks a student, children can use a calm, firm voice and say, “ I don’t like that. Please stop ,” or teens may say, “That’s not cool, can you not?”  or “I’m not okay with that.” Then they walk away without feeding the attention. If a rumour is being spread , a student might say to the person involved, “I heard what you said. It’s not true, and I’d appreciate it if you stopped.” Then they can speak with a school staff member or counsellor for support in addressing the situation. When excluded from play, a group project or a social hangout, a child might say, “That’s not fair, I’d like to join too. ” If they are a teen, they can try, "Hey, I’d like to be part of this too. Can we figure something out?” Practicing tone and body language helps the message land without sounding aggressive or passive. If someone makes inappropriate jokes or comments online , a teen can take a screenshot, report it to a trusted adult, and say (in person or text), “That wasn’t okay. I don’t want that kind of stuff sent to me again.” In a group setting where a student feels cornered or ganged up on, they can stand tall, stay quiet, and walk away confidently, then debrief with someone they trust rather than reacting impulsively in the moment. If a peer pressures them into doing something that feels wrong, a simple, assertive response might be: “No thanks. That’s not for me,” or “I’m not getting involved in that.” Bullying is a human rights issue.  According to the United Nations Convention on the Rights of the Child, all children have the right to be safe and treated with dignity. Adults have a responsibility to protect them from all forms of abuse, including peer-to-peer bullying (UNCRC, 1989). What Can We Do? Be proactive, not reactive.  Talk with your children regularly about their social experiences. Ask open-ended questions like, “What happens at recess?” or “Have you seen kids helping each other lately?” Build emotional skills.  Help them practice empathy, emotion regulation, and problem-solving. These are key skills for managing conflict and navigating peer relationships. Model respect and responsibility.  Children and teens are always watching. When adults demonstrate respectful communication and step in when someone is mistreated, kids learn that everyone deserves to feel safe. Teach them the difference between teasing, aggression, and bullying (PREVNet, 2024) . Support all roles in bullying.  Whether a student is experiencing bullying, using bullying behaviours, or witnessing it, they need support. Bullying is a relationship issue, not just a behavioural one. Involve the whole community.  Effective bullying prevention requires partnerships among families, schools, and communities. Programs like WITS and Second Step work best when adults are aligned in their messaging and actions. Below, you’ll find reliable resources and evidence-based tools designed to support your efforts in advocating for, addressing, and preventing bullying. Trusted Resources and Programs 1. PREVNet (Promoting Relationships and Eliminating Violence Network) PREVNet is Canada’s national authority on bullying prevention. With over 130 researchers and 60 partner organizations, PREVNet offers evidence-based tools, publications, and strategies to help communities promote safe and healthy relationships. Website:   https://www.prevnet.ca/bullying 2. Teach Safe Schools This user-friendly resource supports school staff in creating safe learning environments. It offers step-by-step guidance on preventing violence and promoting student well-being through a whole-school approach. Website:   https://www.teachsafeschools.org/ ERASE (Expect Respect and a Safe Education) It is a provincial program designed to prevent bullying and help students feel safe at school. The program offers resources and training on topics like online safety, mental health and well-being, bullying, racism, school safety and more. Website:   https://www2.gov.bc.ca/gov/content/erase Evidence-Based School Programs Second Step Bullying Prevention Program This program helps students build empathy, regulate emotions, and assertively stand up for themselves and others. It’s widely used across North America and focuses on recognizing, reporting, and refusing bullying in respectful ways. Learn more:   https://www.secondstep.org/ WITS Program (Walk Away, Ignore, Talk it Out, Seek Help) Designed for children in Kindergarten to Grade 6, WITS empowers kids to respond to conflict and bullying using simple, age-appropriate strategies. It also involves schools, families, and communities in the process. Learn more:   https://witsprogram.ca/ A Classic Read Bullying at School: What We Know and What We Can Do  by Dan Olweus. This influential book, grounded in decades of research, laid the groundwork for many of the anti-bullying programs still in use today. Olweus underscores the importance of a whole-school approach and highlights the vital role that consistent adult intervention plays in preventing and addressing bullying. A Helpful Podcast “My Kid is Being Bullied. What Should I Do?”  with Dr. Lisa Damour. This episode explores the difference between conflict and bullying, when adults should step in, and how to support kids in a way that empowers them without making the situation worse. Listen here:   https://drlisadamour.com/resource/my-kid-is-being-bullied-what-should-i-do/ Final Thoughts Bullying is scary and preventable, but it takes all of us, parents, educators, coaches, and peers, to create environments where respect, safety, and inclusion are the norm. By staying informed and using evidence-based strategies, we can protect our children’s well-being and help them develop the healthy relationships they deserve. About the author:  Dr. Juliana Negreiros   is a registered psychologist and the founder of Beacon Psychology Clinic. With over a decade of experience, she is dedicated to supporting children, youth, and their families in building strong relationships and navigating emotional and behavioural challenges. Dr. Juliana collaborates with parents and educators to create safe and nurturing environments where young people can thrive.

The fear of death is a common experience that humans have. It can vary from person to person as they respond to the realization of their own mortality and its inevitability in different ways. Some people may react by being more introspective and questioning about life's meaning and values. Others may respond with denial, avoidance, anxiety, or depression. When such fear becomes too intense, occurs frequently and starts to affect one’s daily functioning, like their ability to sleep, pay attention, or engage in meaningful actions, it may be a sign that this fear has now become a problem. Regardless of whether fearing death has come up in your life or become problematic, it is worth exploring some of its roots as well as the approaches and tools that might help to cope with it if it starts getting in the way. - How does fear of death show up in mental health conditions? Interestingly, fear of death is a common thread present in many mental health disorders. These include specific phobias (such as tanaphobia or agoraphobia), certain Obsessive-Compulsive Disorder (OCD) compulsions (like washing hands, checking to make sure you’re safe or you didn’t leave the stove on), health anxiety and panic disorders. Research has shown that although the fear of death is a central component of these conditions, frequently, this fear is not addressed in the treatment. For example, when engaging in exposure exercises derived from Cognitive Behavioural Therapy (CBT), one might tackle the fear of heights by gradually visiting a building and exposing oneself to higher altitudes within the building little by little. Nonetheless, often, there are no conversations or exposures around the core fear of dying if they were to fall off the building. Thus, asking yourself the question about what the core fear is and addressing the root of the worries can be very helpful and guide the treatment course toward positive results. - What helps us face the fear of death, and what does not ? Research tells us that there are a few factors that contribute to the fear of dying, including early experiences of death, grief and loss, and intergenerational trauma. There are also certain elements that exacerbate them, such as feelings of meaninglessness and isolation. Generally, engaging in avoidant behaviours related to (a) things that remind us of death, such as cemetery, films, conversations, thoughts, and sleep) or (b) things perceived to have an increased risk of death, such as germs, flying, certain foods, or heights can be problematic. In addition, reassurance seeking, hypervigilance to physical sensations and compulsive behaviours (checking, tapping, rituals or repeating phrases) increases the fear of death. Research suggests what helps us face the fear of death is to develop a more neutral acceptance of it. Thus, in addition to making room for thoughts and feelings associated with death, we provide you below with some examples of actions you can take to better manage these worries: 1. striving for achievement and self-esteem (through academics, sports or arts) 2. engaging in health-conscious behaviours (like exercising, wearing sunscreen, sleeping well) 3. participating in activities that offer a sense of meaning (such as volunteering or being in nature) 4. being part of a value-driven movement or cause (e.g., related to religion or environmental initiatives) 5. attempting to build a legacy (like creating a photo album or recording a song) - What are the treatment approaches that work? CBT has proven to be the most effective intervention to treat fear of death. In particular, exposure work, cognitive restructuring, and acceptance have shown to be the treatment components that have the largest efficacy across studies. Below are some examples of each CBT component: 1. Examples of exposure exercises to help people get used to the fear and maybe leave it in the background: Reading obituaries Discussing end-of-life preferences Pretending to organize your funeral (including a music playlist for that day), Visualizing your death (and maybe writing down a story about it) 2. Examples of cognitive restructuring to help thoughts become more realistic and less scary: Targeting unhelpful thoughts such as: “Death will be painful, lonely and scary” Being aware of those thoughts and identifying the thinking traps in place (e.g., catastrophizing, fortune telling, discounting the positive) Asking some of the following questions to cognitively challenge the thought: What evidence do I have for and against that thought? What would you tell a friend to help them if they had that thought? Are you worrying about an outcome that you can't control? Is there any point in this type of worry? What good things would you gain if you gave up the thought? How would your life be different if you didn't believe the thought? Embracing uncertainty and using coping statements. For example: “I can’t predict nor control how my death will be. Regardless of what happens, I will cope with it in the moment surrounded by the people who love me.” Acceptance and Commitment Therapy (ACT) also offers some tools to reframe your relationship with death through acceptance. Below are some ideas to help you make room for these thoughts: Normalize death: engage in open conversations about this with people around you, attend a death cafe , listen to podcast s and watch videos or movies related to death. Lighten attitudes towards death: Play games about death, such as death deck or listen to music on this topic. Reframe the death fear as an opportunity to make the most of the “now”: watch videos or do this interesting exercise: draw a line on a piece of paper, with one end representing your birth and the other representing your death. Put an X on the line to mark where you are right now. Reflect on this image. - Practical tips Focus on creating a meaningful life that is true to your personal values. Remind yourself that the work to overcome death fear isn’t easy. The goal is to create a neutral acceptance of death. Try to make the journey to cope with the fear of death playful and fun! Some of the ways in which this fear can be alleviated are through acceptance, fulfilling relationships, finding or creating meaning, belonging to a larger group (i.e. through religion or sports) or creating a legacy (i.e., writing a book or making a movie). If needed, work with a therapist who can help you gradually face some of these fears and unpack the individual experiences as well as your cultural and personal beliefs that have shaped the way you think of your own mortality. Thanks for reading this blog. I would like to end it with an inspiring quote about this topic: “Life should not be a journey to the grave with the intention of arriving safely in a pretty and well-preserved body, but rather to skid in broadside in a cloud of smoke, thoroughly used up, totally worn out, and loudly proclaiming "Wow! What a Ride!” ― Hunter S. Thompson, The Proud Highway: Saga of a Desperate Southern Gentleman, 1955-1967 About the Author: Diana Franco Yamin is a Canadian Certified Counsellor who holds a Master's in Clinical Psychology and has 9 years of clinical experience in community agencies and hospital settings. S he received training in CBT)for OCD and anxiety at the OCD Clinic at BC Children’s Hospital, where she also coordinated multiple studies, provided individual and group treatment and supervised Ph.D. students. For more information about Diana, please check out her profile . References - Furer, P., & Walker, J. R. (2008). Death anxiety: A cognitive-behavioral approach. Journal of Cognitive Psychotherapy, 22 (2), 167–182 - Menzies, R and Menzies R (2023) Workshop on The Relevance, Assessment, and Treatment of Death Anxiety in Mental Health Conditions. Bespoke Canada Mental Health.

When children and teens face challenges like anxiety, depression, OCD, or other emotional difficulties, it can be overwhelming to know where to turn. Therapy can be a powerful tool in helping them cope and build resilience, but understanding the different treatment options is key to finding the right fit for your family. This article highlights three gold-standard, research-backed therapies  that have been proven effective in supporting children's mental health. While these are among the most widely recommended approaches, other evidence-based treatments may also be beneficial depending on your child’s unique needs. Cognitive Behaviour Therapy (CBT) CBT is one of the most widely researched and effective treatments for anxiety, OCD, depression, and other emotional challenges in young people. It empowers children and teens by helping them understand the connection between their thoughts, feelings, and behaviours. Key Skills Taught in CBT Building Awareness  – Recognizing thought patterns, emotions, and behaviours that influence how they feel and respond to situations. Relaxation Techniques  – Learning strategies such as deep breathing and muscle relaxation to calm the body and reduce stress. Cognitive Restructuring  – Identifying thinking traps (e.g., "I’ll fail no matter what") and replacing them with more balanced, realistic thoughts. Exposure Exercises  – Gradually facing fears in a structured way to build confidence and learn that they can handle difficult situations. Important Note: Exposure exercises are the key ingredient of CBT. While relaxation techniques like deep breathing or progressive muscle relaxation can help slow down the body in stressful moments, they aren’t enough on their own to create lasting change. Real progress happens when kids gradually face their fears or push themselves to do things that feel uncomfortable but are important to them. This helps their brain learn that they can handle challenges and build confidence over time. Tip : Before choosing a therapist , parents should verify their credentials and experience to ensure they are qualified to address their child's specific needs. Also, make sure you ask if they actively include exposure exercises in their work with clients. Acceptance and Commitment Therapy (ACT) ACT is another research-backed therapy based on CBT that helps young people handle difficult thoughts and emotions while focusing on what truly matters to them. Instead of trying to eliminate uncomfortable feelings, ACT teaches kids how to accept, manage, and move forward  in a way that aligns with their values. How ACT Works Acceptance:  Instead of avoiding or fighting uncomfortable thoughts and emotions, ACT helps children make space for them . By accepting these experiences, they can reduce the struggle and learn to navigate challenges more effectively. Commitment:  ACT encourages kids to take meaningful action  based on their values, even when emotions feel overwhelming. This might include: Spending time with family or friends. Participating in hobbies or activities they enjoy. Setting and working toward personal goals. Key Skills Taught in ACT Being Present  – Learning mindfulness techniques to stay grounded in the moment and reduce emotional overwhelm. Values-Based Action  – Identifying what truly matters to them and taking steps toward those values, even when challenges arise. Cognitive Flexibility  – Developing the ability to adapt and respond  to life’s difficulties with openness and resilience. By teaching kids and teens how to handle emotions in a healthy way , ACT helps them build confidence, reduce stress, and stay focused on what’s most important to them. Dialectical Behavioural Therapy (DBT) DBT is a specialized form of CBT designed for individuals who experience intense emotions  that can lead to impulsive behaviours, such as self-harm, suicidal thoughts, or addiction . It’s especially effective for teens who feel overwhelmed and need practical tools  to manage their emotions in a healthier way. Key Skills Taught in DBT Mindfulness  – Helps teens stay present in the moment rather than getting stuck in distressing thoughts. Distress Tolerance  – Teaches coping strategies to handle overwhelming emotions  without reacting impulsively. Emotion Regulation  – Helps teens understand and manage their emotions so they feel more in control. Interpersonal Effectiveness  – Develops communication and problem-solving skills to navigate challenges in relationships. This approach can be life-changing  for teens who struggle with emotional dysregulation and high-stress situations , giving them the skills to build resilience and create healthier coping strategies. What’s Right for Your Child? Every child is unique, and the right therapy depends on their specific needs. While CBT, ACT, and DBT are all highly effective, they work best when tailored to your child’s goals and challenges. About the author:  Dr. Juliana Negreiros   is a registered psychologist and the founder of Beacon Psychology Clinic. For over a decade, she has worked closely with parents to help them navigate challenges and create a supportive environment that fosters healthy development and emotional well-being.

Anxiety resources to help children, teens, families, and educators learn about anxiety, understand CBT and more! Anxiety Resources Free Interventions Confident Parents: Thriving Kids – Anxiety : A free coach-based program offered by the Canadian Mental Health Association in BC to help parents support their children aged 3-12 to manage anxiety. Mind Space Virtual and In-Person Psychoeducational Groups : A variety of programs for individuals aged 17.5 + with anxiety, depression, insomnia, ADHD, and/or for parents/caregivers. Apps Smiling Mind: A free app created to help young children, youth, parents, and school professionals practice daily meditation and mindfulness exercises. Headspace: A paid app designed for people of all ages to learn to meditate and live mindfully. CALM : A paid app designed to help people sleep, meditate and relax. Websites Anxiety Canada : a nonprofit organization whose mission is to increase awareness and promote education about anxiety disorders, increase access to evidence-based treatment, and encourage and develop new treatments and delivery. Anxiety Canada has many handouts and video clips with experts in childhood anxiety explaining the different types of anxiety disorders with tips for children, adults, parents, and educators. Anxiety Canada also has other video clips with real students describing their struggles and ways they learned to cope with anxiety and a free online anxiety management program. EASE (Everyday Anxiety Strategies for Educators): For Educators : a collection of evidence-informed anxiety management and resilience-building resources for use with B.C. students in grades K-7. The resources use cognitive behavioural strategies to address the thoughts, feelings and behaviours associated with anxiety. These resources were co-developed by Dr. Juliana in partnership with Anxiety Canada and MCFD. For Parents : To help support learning across environments, fun and practical EASE lessons have been adapted for use by parents and caregivers to help children manage worries and anxiety at home. Kelty Mental Health: An organization that helps families across the province navigate the mental health system, listen and offer peer support, and connect them to resources and tools. Child Mind Institute: This independent, national nonprofit organization provides information about mental health disorders to families and educators. Anxiety in the Classroom : Sponsored by the International OCD Foundation, this website offers helpful information, resources, and materials about anxiety and OCD as they relate to the school setting. It also provides specific tools for teachers, administrators, and other school personnel who may work with students with anxiety and OCD. Parents and students can also find tools and information to help them advocate for school accommodations, as well as to educate their teachers and classmates about OCD and anxiety. Anxiety and Depression Association of America : This organization offers excellent information on anxiety strategies to be implemented at home and in schools and research-based information for children, adolescents, parents, and professionals. Teen Mental Health: This interactive website provides mental health literacy for teens and school professionals, including slides and handouts. It has entertaining animations to help teens better understand mental health disorders. Enhance your learning about anxiety (click on the links below) Learning about anxiety in schools Information for children Information for youth Learn about the Fight-Flight-Freeze response Video for young kids Video for teens Video for adults Learn about Exposures How to do them Examples of fear ladders Maximizing exposures for anxiety: article and interview Learn about Family Accommodation Recognize and reduce it Evidence-based guidebook for parents based on the SPACE program Excessive reassurance-seeking strategies School Resources Podcast about school accommodations for students with anxiety and OCD provided by Dr. Juliana The Vaccination CARD Toolkit (Comfort, Ask, Relax, Distract) is a science-based, proven framework for helping prepare children for stressful events such as school-based vaccinations, presentations, and examinations. Webinar about School Refusal Brain Health Videos The Teen Brain by Dan Siegel How stress affects your brain The importance of sleep Selective Mutism (SM) SM Information: Selective Mutism Association Anxiety Canada Child Mind Institute A psycho-educational 10-minute video that explains selective mutism and shows effective strategies that can be used by caregivers, teachers, and friends in various settings Training: Free Selective Mutism Training for Parents and Educators Free phone-based coaching is offered by the BC government to families who have children between ages 3 and 12 years with mild anxiety symptoms. SM Activities & Games Separation Anxiety Disorder Video for children and teens Video for parents of kindergarteners Panic Disorder Video Social Anxiety Disorder Video Handling criticism Phobias General information Fear of vomiting- resources Fear of needles - resources Anxiety Booklist Breaking Free of Child Anxiety and OCD: A Scientifically Proven Program for Parents by Eli Lebowitz The Anxiety Workbook For Kids: Take Charge Of Fears And Worries Using The Gift Of Imagination by Robin Alter and Crystal Clarke The Anxiety Workbook for Teens: Activities to Help You Deal with Anxiety and Worry by Lisa M. Schab Freeing Your Child from Anxiety: Powerful, Practical Solutions to Overcome Your Child's Fears, Worries, and Phobias by Tamar E. Chansky

Beacon Psychology clinicians are highly qualified and provide evidence-based therapy for children, youth, and young adults with anxiety, OCD, and behavioural challenges and conduct psycho-educational assessments. 
 We provide a range of psychological services grounded in research to help children, youth & young adults thrive! Discover our published latest book, podcast episodes & more Author of: Our Team is dedicated to supporting young people's mental health and learning across clinical, school, and community settings. Families can expect care from doctoral-level clinicians who bring advanced training together with a warm, collaborative approach. We also love sharing our knowledge with the wider community through books, podcasts, workshops, and media contributions. Book a Free Consultation We are accepting new clients! Dr. Juliana Negreiros Director Dr. Kevin Noble Associate Natalie Noble, Ph.D. Candidate Associate Marissa Hall, Ph.D. Candidate Associate Dr. Rajan Hayre Associate Alexandra Vergara, B.A. Clinical Assistant Get the latest news, practical strategies, and expert advice from our clinic. Click below to explore our blog! Addressing Bullying in Our School Communities: Resources and Support for Families and Educators Bullying in Canadian schools is a serious issue with long-term effects on children’s mental and emotional health. Learn how parents, teachers, and caregivers can recognize the signs, respond effectively, and prevent bullying using evidence-based strategies and programs like WITS, Second Step, and PREVNet. Together, we can create safe, inclusive spaces where all kids can thrive. 5 min read Finding the Right Therapy for Your Child: A Parent's Guide Therapy can make a big difference, but it’s essential to understand the types of treatments available for you to make the best choice. 3 min read Understanding the Differences Between Mental Health Professionals: Who Should You Choose? Understanding the differences between psychologists, psychiatrists, counsellors, therapists, and social workers helps you find the right fit 3 min read

Our clinicians have been actively involved in conducting research studies and publishing books and academic papers. Learn more about study findings. Research Our clinicians have been actively involved in conducting research studies and publishing books and academic papers. If you would like to learn more about study findings, please click on the links below Batista de Carvalho, L., Negreiros, J. , & Batistuzzo, M., (book chapter under review). Transtorno Obsessivo Compulsivo: critérios diagnósticos, alterações cognitivas e comportamentais, avaliação neuropsicológica, caso clínico e parâmetros de intervenção. Negreiros, J., & Martinez, K. (2022). Getting comfortable with uncertainty for teens: 10 tips to overcome anxiety, fear, and worry . New Harbinger Publications. Negreiros, J., Best, J. R., Vallani, T., Belschner, Szymanski, J., & Stewart, S. E. (2022). Obsessive-Compulsive Disorder (OCD) in the school: Parental experiences regarding impacts and disclosure , Journal of Child and Family Studies . Vallani, T.,Best, J. R., Selles, R.R., Negreiros, J., ...& Stewart, S. E. (2022). School and parent perspectives on symptomatology in pediatric obsessive-compulsive disorder (OCD) , Journal of Obsessive-Compulsive and Related Disorders. Jaspers-Fayer, F ... Negreiros, J.(under review). An fMRI study of cognitive planning before and after provoked distress in pediatric obsessive-compulsive disorder , Journal of the American Academy of Child and Adolescent Psychiatry. Selles, R.R., Naqqash, Z., Best, J.R., Franco-Yamin, D., Qiu, S.T., Ferreira, J.S., Deng, X., Hannesdottir, D.K., Oberth, C., Belschner, L., Negreiros, J., Farrell, L.J., & Stewart, S.E. (2021). Effects of treatment setting on outcomes of flexibly-dosed intensive cognitive behavioral therapy for pediatric OCD: A randomized controlled pilot trial. Frontiers in Psychiatry: Child and Adolescent Psychiatry. Batistuzzo, M., Negreiros, J., & Fontenelle, L. (2021). Neuropsicologia do Transtorno Obsessivo-Compulsivo . Neuropsicologia dos Transtornos Psiquiatricos, Capitulo 7, Ampla Editora Comercio e Treinamento. Negreiros, J., Best, J. R., Franco Yamin, D., Belschner, Lin, S., F, & Stewart, S. E. (2020). Test-based versus parent ratings of executive function in pediatric Obsessive-Compulsive Disorder . Journal of Obsessive-Compulsive and Related Disorders. Belschner, L., Lin, S. Y., Franco-Yamin, D., Best, J. R., Edalati, K., McDermid, J., & Stewart, S. E. (2020). Mindfulness-based skills training group for parents of obsessive-compulsive disorder-affected children: A caregiver-focused intervention. Complementary therapies in clinical practice, 39, 101098. Negreiros, J., Belschner, L., Joffres, Y., Lin, S., Franco Yamin, D., Selles, R. R., Jaspers-Fayer, F., Miller, L. D., Honer, W. G., Woodward, T. S., & Stewart, S. E. (2019). Neurocognitive risk markers in pediatric Obsessive-Compulsive Disorder . Journal of Clinical Child & Adolescent Psychology. Negreiros, J., Selles, R. R., Lin, S., Belschner, L., & Stewart, S. E. (2019).Cognitive behavioral therapy booster treatment in pediatric obsessive-compulsive disorder: A utilization assessment pilot study, Annals of Clinical Psychiatry, 31, 179-191. Negreiros, J., Belschner, L., Selles, R. R., Lin, S., & Stewart, S. E.(2018). Academic skills in pediatric obsessive-compulsive disorder: A preliminary study , Annals of Clinical Psychiatry,30,185-195. Selles, R. R., Belschner, L., Negreiros, J., Schubert, D., Lin, S., … Stewart, S. E.(2018). Family-based cognitive behavioral therapy for pediatric obsessive-compulsive disorder: Global outcomes and predictors of improvement , Psychiatry Research, 260,116-122. Jaspers-Fayer, F., Negreiros, J., Lin Yao, S., Belschner, L., & Stewart, S. E.(2017). A functional MRI case study of planning in monozygotic twins discordant for obsessive-compulsive disorder. Journal of Clinical Psychiatry,78. Stewart, S. E., Negreiros, J., Belschner, L., & Lin, S. (2016). Neurocognition in pediatric obsessive-compulsive disorder (OCD): Clinical impacts and future considerations. American Academy of Child and Adolescent Psychiatry, 55(10), S291. Negreiros, J., & Miller, L. D.(2014). The role of parenting in childhood anxiety: Etiological factors and treatment implications. Clinical Psychology: Science and Practice, 21(1),3-17. Negreiros, J., & Miller, L. D.(2014). Integrating school-based family counselling into school psychology practice. British Journal of Education, Society & Behavioural Science, 4(7),883-896. Ford, L., Kozey, M., & Negreiros, J.(2012). Cognitive assessment in early childhood: Theoretical and practice perspectives. D. P. Flanagan & P. L. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues , Third edition (pp.585-622). New York: Guildford Press. Negreiros, J.(2011). Children’s perspectives of safety in their neighbourhood. The Community Psychologist newsletter, 44,41-43. Ford, L., Swart, S., Negreiros, J., Lacroix, S., & McGrew, K. F.(2010). Use of the Woodcock-Johnson III NU Tests of Cognitive Abilities and Tests of Achievement with Canadian populations (Woodcock-Johnson III Assessment Service Bulletin No. 12). Rolling Meadows, IL: Riverside Publishing. Negreiros, J., & Ford, L.(2009). Teacher training with the Early Development Instrument. In J. Schroader (Ed.), Creating communities for young children. A toolkit for change ( pp.25-32). Vancouver, BC: Human Early Learning Partnership. Selles, R. R., Park, J., Ellerhemp, H., & Negreiros, J. , (2019). Life outside OCD: Maximizing your enjoyable moments. Workshop presented at IOCDF, Austin, TX. McGuire, J., Park, J., Selles, R. R., Wu, M., & Negreiros, J. (2019). Overcoming barriers to effective exposures. Workshop presented at IOCDF, Austin, TX. Negreiros, J. , Belschner, L., Joffres, Y., Lin, S., Franco Yamin, D., Best, J. R. Selles, R. R., Jaspers-Fayer, F., Miller, L. D., Honer, W. G., & Stewart, S. E. (2019). Neurocognitive heritable trait and state markers in pediatric Obsessive-Compulsive Disorder. Poster presented at the ADAA annual conference, Chicago, IL. Negreiros, J. , Selles, R. R., Lin, S., Belschner, L., & Stewart, S. E. (2018). Needs assessment for booster sessions. Poster presented at the annual IOCDF conference, Washington, DC. Jaspers-Fayer, F., Lin, S., Lim, R., Belschner, L., Chan, E., Negreiros, J . , Lang, D., Herean, M., & Stewart, S. E. (2017). The influence of symptom provocation on executive function in pediatric Obsessive-Compulsive Disorder (OCD). Poster presented at the Annual Trainee Research Forum Poster Presentation at the BC Children’s Hospital Research Institute, Vancouver, BC. Schuberth, D., Belschner, L., Selles, R. R., Negreiros, J . , Lin, S.Y., Gregorowski, N., McKenny, K., Simpson, A., & Stewart, S.E. (2017). Parents need help too: Benefits of family-based group CBT for pediatric OCD. Poster presented at the Brain, Behaviour & Development Theme Research Day, Vancouver, BC. Negreiros, J . , & Stewart, S. E. (2017). Potential neurocognitive deficits in pediatric OCD. Presentation at the UBC Psychiatry Research Day annual meeting, Vancouver, BC. Negreiros, J. , Belschner, L., Lin, S., & Stewart, S. E. (2017). Academic functioning in pediatric OCD. Poster presented at the annual meeting of ADAA, San Francisco, CA. Negreiros, J . , Belschner, L., Lin, S., & Stewart, S. E. (2017). Academic functioning in pediatric OCD. Poster presented at the annual meeting of ADAA, San Francisco, CA. Negreiros, J . (2017). Neurocognitive deficits in pediatric obsessive-compulsive disorder (OCD). In S. E. Stewart (Chair), Exploring pediatric obsessive-compulsive disorder by pairing study data with clinical application discussions. Symposium presented at the annual meeting of ADAA, San Francisco, CA. Belschner, L., Selles, R. R., Negreiros, J. , Lin, S., Schubert, D., Gregorowski, N., McKenney, K., Simpson, A., & Stewart, S. E. (2016). Global outcomes of group family-based cognitive behavioral therapy for pediatric obsessive-compulsive disorder. Poster presented at the M.I.N.D. Institute Research Day, Vancouver, BC. Stewart, S. E., Negreiros, J. , Belschner, L., & Lin, S. (2016). Neurocognition in pediatric obsessive-compulsive disorder (OCD): Clinical impacts and future considerations. Symposium presented at the American Academy of Child and Adolescent Psychiatry (AACAP) 63rd Annual Meeting in New York, NY. Jaspers-Fayer, F., Lin, S.Y., Belschner, L., Negreiros, J. , & Stewart, S.E. (2016). Design and rationale for a functional MRI study of symptom provocation in pediatric obsessive-compulsive disorder. Poster presented at the BCCHR Trainee Research Forum, Vancouver, Canada. Negreiros, J. , Belschner, L., Jaspers-Fayer, F., & Stewart, S. E. (2016). Executive function deficit contrasts between direct and indirect measurement in pediatric OCD. Poster presented at the International OCD Foundation (IOCDF) annual meeting, Chicago, IL. Chan, E., Hu, Y. P., Hezel, D., Pearl Ben-Joseph, E., Geller, D., Ellwyn, R., Bleakley, C., Loh, A., Negreiros, J. , Pauls, D., & Stewart, S. E. (2015). Family functioning impairment in childhood-onset Obsessive-Compulsive Disorder. Poster presented at the Canadian Psychiatric Association’s 65th Annual Conference, Vancouver, BC. Negreiros, J. , Chan, E., Belschner, L., Miller, L. D., & Stewart, S. E. (2015). Executive functioning impairment on daily functioning of OCD-affected youth. Poster presented at the UBC Psychiatry Research Day meeting, Vancouver, BC. Negreiros, J. , Chan, E., Miller, L. D., & Stewart, S. E. (2015). Executive function and its impact on daily functioning of OCD-affected youth. Poster presented at the annual meeting of the ADAA, Miami, FL. Negreiros, J . , Miller, L. D., & Stewart, S. E. (2014). Neurocognitive functioning in children with obsessive-compulsive disorder, at-risk siblings, and healthy controls. Poster presented at the annual meeting of the Association for Behavioral and Cognitive Therapies (ABCT), Philadelphia, PA. Negreiros, J. , Miller, L. D., & Stewart, S. E. (2014). Executive dysfunction in OCD-affected youth and their siblings: Searching for a cognitive marker. Poster presented at the UBC Psychiatry Research Day meeting, Vancouver, BC. Negreiros, J . , Miller, L. D., & Stewart, S. E. (2014). Neurocognition in pediatric obsessive-compulsive disorder. Poster presented at the annual meeting of the Canadian Psychological Association (CPA), Vancouver, BC. Negreiros, J. , & Miller, L. D. (2014). Parenting influence in childhood anxiety. Poster presented at CPA, Vancouver, BC. Negreiros, J. , Stewart, S. E., & Miller, L. D. (2014). Neurocognitive functioning in children with obsessive-compulsive disorder, at-risk siblings, and healthy controls. Poster presented at ADAA, Chicago, IL. Negreiros, J. , S. E. Stewart, & Miller, L. D. (2013). A study of neurocognition in pediatric OCD, at-risk siblings, and healthy controls. In S. E. Stewart (Chair), Neural and Genetic Findings in Pediatric Obsessive-Compulsive Disorder. Symposium presented at the Canadian Academy of Child and Adolescent Psychiatry, Vancouver, BC. Percy, A., Negreiros, J. , Kelm, J., Shumka, E., Trach, J., & Miller, L. D. (2013). Teaching teachers strategies to support anxious children in the classroom. Mini-skills workshop presented at the annual meeting of the National Association of School Psychologists (NASP), Seattle, WA. Negreiros, J. , & Miller, L. D. (2012). Integrating school-based family counselling into school psychology practice. Poster presented at CPA, Halifax, NS. Ford, L., Negreiros, J . , Biernacki, P., Felding, A., & Fleming, E. (2012). Building a positive relationship with teachers, parents, and students through effective communication of assessment findings. Roundtable presented at CPA, Halifax, NS. Negreiros, J. , Kozey, M., & Ford, L. (2012). Review and critique of the most widely used early childhood cognitive assessment measures. Poster presented at CPA, Halifax, NS. Miller, L. D., Turner, C., Waechtler, V., Baker, H., Fleming, E., Hamill, K., Negreiros, J. , Shumka, E., & Yu, C. M. (2012). The graduate student in context: Working in an active counselling psychology research lab. Session presented at the annual meeting of the Counselling Psychology Research, Langley, BC. Negreiros, J. , & Goldstein, M. (2011). Play and drawings: Expressions of child development. Workshop presented at the 9th annual Early Childhood Assessment (ECA) Conference, Vancouver, BC. Negreiros, J (2011). Children’s view of safety in their community. Poster presented at the Explorations & Education conference, Vancouver, BC. Negreiros, J. , & Shim, V. (2011). Safety in the community: Children’s perspectives. Poster presented at the annual meeting of the California Association of School Psychologists (CASP), Costa Mesa, CA. Negreiros, J. (2011). Children’s perspectives of safety in their neighbourhood. Poster presented at NASP, San Francisco, CA. Ford, L., Merkel, C., & Negreiros, J. (2010). How are early motor development, well-being and cognitive assessment connected? Workshop presented at ECA, Vancouver, BC. Percy, A., Negreiros, J . , & Shim, V. (2010). Children's constructions of their neighbourhood and neighbourhood safety. In L. Ford (Chair), Exploring neighbourhood and community factors that promote early learning and development. Symposium presented at CPA, Winnipeg, SK. Miller, E., Negreiros, J . , & Kishor, N. (2010). The self-esteem of children: Academic achievement and other predictors. Poster presented at NASP, Chicago, IL. Percy, A., Negreiros, J. , & Ford, L. (2010). Examining cognitive assessment training in Canadian schools and clinical psychology programs. Poster presented CPA, Winnipeg, SK. Negreiros, J. (2009). Children’s perspectives of their neighbourhood environment. In L. Ford (Chair), Developing skills in understanding neighbourhood/community factors that promote school readiness. Mini-skills workshop presented at NASP, Boston, MA. Ford, L., Negreiros, J. , Gillespie, L. et al. (2009). Understanding neighbourhood and community factors that promote early development. Symposium presented at ECA, Vancouver, BC. Ford, L., Negreiros, J. , Gillespie, L., Parker, J., & Wallis, J. (2009). Developing skills in understanding neighbourhood/community factors that promote school readiness. Mini-skills workshop presented at NASP, Boston, MA. Ford, L., Kozey, M., Negreiros, J . , & Wallis, J. (2009). Understanding early childhood assessment tools from a CHC perspective. Poster presented at NASP, Boston, MA. Parker, J., Gillespie, L., Negreiros, J. , Wallis, J., & Ford, L. (2009). Community asset mapping: Examining community factors promoting healthy child development. Poster presented at NASP, Boston, MA. Ford, L., McKee, W., Negreiros, J. et al. (2008). Life on the point: Update on the school psychology program. Symposium presented at BCASP, Vancouver, BC. Conference Presentations Training, Workshops and Other Activities UPCOMING Workshop for Educational and Mental Health Professionals on November 8, 2024: "OCD in Schools" to be presented at the BC Association of School Psychologists (BCASP), Vancouver. OCD Public Lecture and Discussion: "OCD in Youth" at the BC Children's Hospital Chan Center (February 2024). Workshop, "Anxiety: From psycho-educational assessment to intervention," presented to school psychologists at the BC Association of School Psychologists (BCASP), Vancouver (November 2023) Workshop, "Family accommodation and helping my child transition to the summer break," presented to parents at Pleasantside Elementary, Port Moody (June 2023) Workshop, "OCD in Schools," presented to educators at the Vancouver School Board (April 2023) Keynote Speaker, "Anxiety in Schools," presented to educators from the Gulf Islands school district (February 2023) Workshop, "Practical and evidence-based strategies to help my child cope with anxiety," presented to parents and educators Pleasantside Elementary, Port Moody (November 2022) Development and Training of MAPE program, "MAP for Educators [MAPE] Anxiety Canada ," presented to Saskatchewan educators via Zoom (March 2022) Workshop, "Beyond traditional CBT strategies to help anxious students thrive," presented to the Gulf Islands Schools via Zoom (February 2022) Guest Lecture Speaker, "Anxiety 101", presented to graduate students taking the UBC EPSE 507 Psychopathology course via Zoom (February 2022) Negreiros, J. (2022). Helping educators best support anxious students. Keynote speaker at the Education Assitant Professional Development Day, Southeast Kootenay, Zoom. Negreiros, J. (2022). Understanding a psycho-educational assessment report. Guest speaker at the CAP research seminar to medicine residents at the BC Children's Hospital, Zoom, BC. Negreiros, J. (2021). ADHD or OCD: Comorbidities and telling them apart. Interview recorded for the ADHD What Now? Youtube Channel. Negreiros, J. (2021). What to do when I am anxious? Video recording for students across BC to be posted at the Provincial Outreach Program for Fetal Alcohol Spectrum Disorder(POPFASD)website. Negreiros, J. (2021). Anxiety strategies with Dr. Juliana. Monthly consultation provided to the Vancouver School Board, Zoom, BC. Negreiros, J. (2021). Helping my child cope with everyday anxiety. Workshop presented to schools the Coquitlam School District, Zoom, BC. Negreiros, J. (2021). Understanding anxiety in schools - Parts 1 & 2. Workshop presented to the Catholic Independent Schools Vancouver Archdiocese (CISVA), Zoom, BC. Negreiros, J. (2021). When anxiety goes to school. Workshop presented to the Gulf Islands Schools, Zoom, BC. Negreiros, J. (2021). How to support parents and children's mental health during the pandemic. Interview provided to Humber News, Toronto. Negreiros, J. (2021). When anxiety goes to school. Workshop presented to the Vancouver School Board, Zoom, BC. Negreiros, J. (2021). How to best support anxious children. Workshop presented at YMCA Child Care Resource & Referral, Zoom, BC. Negreiros, J. (2020). Delving deeper into anxiety and FASD. Training provided to the POPFASD District Partner Meeting, Zoom, BC. Negreiros, J. (2020). EASE Fall training. Training presented to new EASE trainers, Zoom, BC. Negreiros, J. (2019). Working with students with FASD and anxiety. Training provided to the POPFASD District Partner Meeting, Richmond, BC. Negreiros, J. (2019). Knowledge, prevention, and intervention for anxious students: EASE Fall training. Training presented to new EASE trainers, Vancouver, BC. Negreiros, J. (2019). Anxiety in schools: Knowledge and strategies. Workshop presented at Credo Christian High School, Langley, BC. Negreiros, J. et al. (2019). Pediatric Obsessive-Compulsive Disorder cognitive-behaviour therapy Training. Training presented to the Ministry of Child and Family Development staff in Victoria, BC. Negreiros, J. (2019). Anxiety in the early years. Workshop presented at the Early Childhood Development Round Table, Burnaby, BC. Negreiros, J. (2018). Supporting preschoolers with anxiety. Workshop presented at the YMCA Childcare Resource and Referral, Coquitlam, BC. Negreiros, J. (2018). Hands-on strategies to support anxious students. Workshop presented at Burnaby South Secondary, Burnaby, BC. Negreiros, J. (2018). How to best support anxious students. Workshop presented at the Maple Ridge School District, Maple Ridge, BC. Negreiros, J. (2018) OCD in schools. Panellist at the "OCD Awareness Week" event at the BC Children's Hospital, Vancouver, BC Negreiros, J. , Shumka, E., & Law, J., (2018). EASE train-the-trainer workshop. Two-day training provided to educators who are training teachers across British Columbia on classroom-based strategies to manage anxiety in k-grade 7 students. Negreiros, J. (2018). Classroom interventions to support anxious students. Two-day workshop presented at the Frank Spragins High School, Fort McMurray, AB. Negreiros, J. (2018). Anxiety: Getting students in school. Full-day workshop presented at the Surrey School District, Surrey, BC. Negreiros, J. (2018). Classroom interventions to support anxious students. Workshop presented at the Burnaby School District, Burnaby, BC. Negreiros, J. (2018). Pediatric OCD in the Provincial OCD Program. Guest speaker at the Projeto Transtornos do Espectro Obsessivo Compulsivo (Protoc) in Sao Paulo, SP, Brazil. Negreiros, J. (2017). Translating OCD brain-behaviour research into clinical practice. Blog posted on ADAA website. Negreiros, J. , Chacon, P. & de Mathis, A. (2017). “Brazilian way of doing things” as a potential barrier to treating OCD. Blog posted on ADAA website. Negreiros, J. (2017). Neurocognitive functioning in pediatric OCD. Webinar presented at the ADAA Child and Adolescent SIG Peer Consultation. Stewart, S. E. & Negreiros, J. (2017). Translation studies of pediatric OCD. Presentation at the VU University Medical Center, Amsterdam, Netherlands. Stewart, S. E. & Negreiros, J. (2017). Clinical studies of pediatric OCD. Presentation at the University of Gothenburg, Gothenburg, Sweden. Stewart, S. E. & Negreiros, J. (2017). Multimodal examination of pediatric OCD. Presentation at the Aarhus University Hospital, Aarhus, Denmark. Negreiros, J. (2017). Identifying and supporting students with OCD in schools. Handout posted on AnxietyBC website. Negreiros, J. (2017). Resources for OCD. Handout posted on AnxietyBC website. Negreiros, J. (2017). Managing anxiety in the classroom. Workshop presented at the Surrey School District, Surrey, BC. Negreiros, J. (2016). A little OCD? Guest speaker at a panel sponsored by AnxietyBC, Chan Center and Peter Wall, Vancouver, BC. Negreiros, J. (2015). Treatment for pediatric OCD. Workshop provided to mental health clinicians from the Ministry of Children and Family Development (MCFD) across BC, Surrey, BC. Negreiros, J. (2015). OCD in schools. Guest speaker at the OCD Awareness Day, BCCH, Vancouver, BC. Negreiros, J. (2015). Treatment for youth with OCD. Guest speaker at the Psychologists' Peer Consultation and Continuing Education meeting, Surrey, BC. Negreiros, J. (2014). Treatment for pediatric OCD. Guest speaker at UBC, course EPSE 552: School-Based Interventions, Vancouver, BC. Pollard, A., Stewart, S. E., Negreiros, J. et al. (2014). Let’s talk about OCD in schools. Panel presented at the “Let’s talk about OCD in schools” workshop, Vancouver, BC. Negreiros, J. , Percy, A., Kelm, J., Shumka, E., Trach, J., & Miller, L. D (2013). Classroom strategies to support children with anxiety. Workshop provided to teachers at Rosemary Heights Elementary school, Surrey, BC. Negreiros, J. (2011). Drawings and child development. Guest speaker at the Summer Institute, course: ECED 380/ 96A, Vancouver, BC. Negreiros, J. (2011). Results of a study conducted on children’s perspectives of safety in their neighbourhood. Paper presented at the Human Early Learning Partnership retreat meeting, Vancouver, BC. Negreiros, J. & Husain, S. (2010). Cattell-Horn-Carroll (CHC) theory as a framework and the use of cross battery assessment. Workshop presented at the monthly meeting of School Psychologists at the Surrey School District, Surrey, BC. Negreiros, J. (2010). Differential Abilities Scales, Second Edition (DAS-II). Workshop presented at the monthly meeting of School Psychologists at the Surrey School District, Surrey, BC. Negreiros, J. (2010). Dynamic Indicators of Basic Early Literacy Skills (DIBELS). Training provided to Learning Support Team at Surrey Traditional school, Surrey, BC. Negreiros, J. & Husain, S. (2008). Dynamic Indicators of Basic Early Literacy Skills (DIBELS). Training provided to the Learning Assistance Center at St. Joseph’s Elementary school, Vancouver, BC.