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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.

Choosing the right mental health professional for yourself or your family can be overwhelming. With terms like "psychologist," "psychiatrist," "counsellor," "therapist," and "social worker," it’s important to understand the distinctions in training, qualifications, and expertise to ensure you find the right fit for your needs. Each type of mental health professional contributes unique expertise, and their roles often complement each other to provide comprehensive support. Here is a guide to help you make an informed decision. 1. Psychologists (Ph.D./Psy.D.) Psychologists with doctoral degrees (Ph.D. or Psy.D.) undergo extensive training that typically includes 7+ years of graduate education , followed by a supervised practicum, internships, and rigorous licensure exams. In BC, they are regulated by the College of Health and Care Professionals of BC ( CHCPBC)  and must adhere to high professional and ethical standards. What psychologists offer: In-Depth Knowledge:  Psychologists specialize in assessment, diagnosis, and evidence-based treatments for a range of mental health conditions. Comprehensive Evaluations:  They are trained to conduct thorough psychological assessments and provide formal mental health diagnoses, helping create personalized treatment plans. Be aware that in some provinces, like Alberta, individuals with master’s degrees can register as psychologists and transfer their credentials to BC, where they are grandfathered under the title "psychologist," despite not having a Ph.D. 2. Psychiatrists (MDs) Psychiatrists are medical doctors (MDs) who specialize in mental health. Their training includes medical school, followed by specialized residency training in psychiatry. Key features of their expertise include: Medication Management:  Psychiatrists can prescribe and monitor medications, which can be essential for managing certain mental health conditions. Complex Case Management:  They are often involved in treating more severe conditions such as bipolar disorder, schizophrenia, ADHD, and severe cases of anxiety, OCD, or depression. Psychiatrists typically focus on medical management and may collaborate with psychologists or counsellors for therapy-based interventions. At times, they may also provide therapy. 3. Registered Social Workers (MSWs) Social workers with a master’s degree in social work (MSW) are regulated by their provincial Colleges and often work in various settings, including mental health. Their training and experience in mental health can vary, so it’s helpful to ask about that. What social workers offer: Navigating Systems:  Social workers are skilled at addressing family dynamics and connecting individuals to community resources and services. Counselling and Support:  Many social workers also provide emotional support and counselling to individuals and families facing challenges. 4. Counsellors, Therapists, or Life Coach Titles such as "therapist," "counsellor," and "life coach" are widely used, but it’s important to know that in BC, they are not regulated. This means individuals using these titles may not have formal degrees or extensive training in mental health. Some may have completed short-term certifications, online courses, or informal training programs instead of earning recognized academic qualifications. That said, professionals with designations like Registered Clinical Counsellor (RCC)  or Canadian Certified Counsellor (CCC)  typically hold a master’s degree and have registered with their respective associations. These designations provide an added layer of credibility, indicating that the professional has met specific educational and training standards. What can RCC or CCC provide: Counselling for Individuals and Families:  They offer support for concerns like anxiety, depression, and relationship challenges. Accessible Support:  They are often a great option for families seeking counselling services for everyday mental health struggles. Why Does This Matter? Doctoral-level psychologists (Ph.D./Psy.D.) and psychiatrists (MDs) specialize in comprehensive mental health assessment and evidence-based treatments. Meanwhile, social workers and counsellors bring valuable expertise in areas like systemic support, counselling, and navigating community resources, ensuring tailored care for diverse needs. The key is to ask thoughtful questions about a professional’s education, training, and experience while also ensuring you feel a genuine connection with them. This combination will help determine if they’re the right fit for your family’s needs. For more information about what questions to ask, please see our other blog . About the author: Dr. Juliana Negreiros  is a registered psychologist and the founder of Beacon Psychology Clinic. She has dedicated most of her career to supporting young people's learning and mental health, helping them thrive both in and out of school.

Recent activities including workshops, webinars, training, and more, delivered by the Beacon Psychology clinicians. Workshops & Training In addition to providing therapy, consultation, and psycho-educational evaluations, Dr. Juliana and her team are actively involved in delivering training and workshops: Workshop, "Helping My Child Cope with Everyday Anxiety ," to be presented to parents at Sea to Sky School District, Squamish, Whistler & Pemberton (June 2025) Workshop for Educational and Mental Health Professionals: "OCD in Schools " presented at the BC Association of School Psychologists (BCASP), Vancouver (November 2024). 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 educators via Zoom (February 2022) Guest Lecture Speaker, "Anxiety 101 ", presented to graduate students taking the UBC EPSE 507 Psychopathology course, via Zoom (February 2022) Keynote Speaker, "Helping educators best support anxious students ," presented at the Education Assitant Professional Development Day, Southeast Kootenay, SD#5, via Zoom (January 2022) Guest Speaker, "Understanding a psycho-educational assessment report ," presented at the CAP research seminar to medicine residents at the BC Children's Hospital via Zoom (January 2022) Video presentation, "What to do when I am anxious? " video for students across BC recorded for the Provincial Outreach Program for Fetal Alcohol Spectrum Disorder (POPFASD) website (November 2021) Consultation, "Anxiety strategies with Dr. Juliana ," provided to the Vancouver School Board via Zoom (March, April & May 2021) Webinar, "Helping my child cope with everyday anxiety ," presented to schools at the Coquitlam School District via Zoom (May 2021) Workshop, "Understanding anxiety in schools - Part 1 " presented to Catholic Independent Schools Vancouver Archdiocese (CISVA) via Zoom (March & April 2021) Workshop, "When anxiety goes to school " presented to the Gulf Islands Schools via Zoom (March 2021) Workshop, "When anxiety goes to school " presented at the Vancouver School Board via Zoom (February 2021) Workshop, "How to best support anxious children, " presented at YMCA Child Care Resource & Referral via Zoom (January 2021) Keynote Speaker, "Delving deeper into anxiety and FASD ," presented to the POPFASD District Partner Meeting via Zoom (November 2020) Training, "Knowledge, prevention, and intervention for anxious students: EASE Fall training ," presented to the new EASE trainers, Zoom, BC (September 2020). Review of resources for publication in Open School BC, "EASE - Everyday Anxiety Strategies for Educators " (February & March 2020). Training, "Working with students with FASD and anxiety ," presented to the POPFASD District Partner Meeting, Richmond, BC (November 2019) Training, "Knowledge, prevention, and intervention for anxious students: EASE Fall training ," presented to the new EASE trainers, Vancouver, BC (September 2019) Workshop, "Anxiety in schools: Knowledge and strategies ," presented at Credo Christian High School, Langley, BC (August 2019) Symposium, "Overcoming barriers to effective exposures ," presented at the International OCD Foundation Conference in Austin, TX (July 2019) Workshop, "Life outside OCD, maximizing your enjoyable moments ," presented to youth with OCD at the International OCD Foundation Conference in Austin, TX (July 2019) Training, "Pediatric Obsessive-Compulsive Disorder cognitive-behaviour therapy workshop " presented to the Ministry of Child and Family Development staff in Victoria, BC (May 2019) Poster, "Neurocognitive trait and state markers in pediatric Obsessive-Compulsive Disorder, " presented at the Anxiety and Depression Association of America conference in Chicago, IL (March 2019) Workshop, "Anxiety in the early years ," presented at the Early Childhood Development Round Table, Burnaby, BC (January 2019) Workshop, "Supporting preschoolers with anxiety, " presented at the YMCA Childcare Resource and Referral, Coquitlam, BC (November 2018) Workshop, "Hands-on strategies to support anxious students ," presented at Burnaby South Secondary, Burnaby, BC (November 2018) Half-day workshop, "How to best support anxious students, " presented at the Maple Ridge School District (November 2018) Panellist at the "OCD Awareness Week " event at the BC Children's Hospital, Vancouver, BC (October 2018) Poster, "Neurocognitive heritable trait and state markers in pediatric Obsessive-Compulsive Disorder ," presented at the Brain Behaviour Development Research Day at the BC Children's Hospital Research Institute, Vancouver, BC (October 2018) Development of EASE and 2-day training, "EASE Fall training MCFD-AnxietyCanada, " Vancouver, BC (September 2018) 2-day workshop, "Awareness and strategies for anxiety in schools ," presented at Frank Spragins High School in Fort McMurray, AB (August 2018) Poster, "Group booster sessions following Cognitive Behavioral Therapy for pediatric Obsessive-Compulsive Disorder: Development, utilization, and satisfaction ," presented at the International OCD Foundation conference (July 2018) Poster, "Academic skills in pediatric obsessive-compulsive disorder: A preliminary study ," presented at the University of British Columbia Psychiatry Research Day, Vancouver, BC (June 2018) 1-day workshop, "Anxiety: Getting students in the school, " presented at the Surrey School District, Surrey, BC (April 2018) Workshop, "Anxiety management in the classroom ," presented at the Burnaby School District, Burnaby, BC (February 2018)

Helpful media resources provided by Dr. Juliana Negreiros. 
 Media Drs. Juliana & Martinez have published a self-help book for teens that can also help families and educators better understand and support their teenagers: Getting comfortable with uncertainty for teens: 10 tips to overcome anxiety, fear, and worry (New Harbinger Publishing). Dr. Juliana wrote book chapters about OCD in Brazilian textbooks! Drs. Juliana and Martinez were part of the Ask Dr. Cam 's podcast, where they discussed strategies for parents to help their teenagers cope with anxiety and uncertainty. Dr. Juliana was a guest on the BCASP podcast , where she shared strategies and insights on school accommodations for students with anxiety and OCD. Dr. Juliana was interviewed on YouTube Channel about the differences between OCD and ADHD Drs. Juliana and Martinez participated in the Anxious Child Podcast and shared strategies for youth to manage anxiety and uncertainty. Dr. Juliana created a handout for schools, parents, and clinicians on how to identify and support students with OCD in schools (Anxiety Canada website) Dr. Juliana was the lead developer of two free anxiety prevention curriculums for K-7 schools in British Columbia and Saskatchewan: (1) EASE (Everyday Anxiety Strategies for Educators) and (2) MAPE (MAP for Educators) . Dr. Juliana contributed to Humber News Toronto talking about "How to support parents and children's mental health during the pandemic " Drs. Juliana and Martinez also wrote a blog for New Harbinger on creating a team to support teens facing uncertainty.

Our team is actively present in the research community. Here are some of our publications. Publications Batista de Carvalho, L., Negreiros, J. , & Batistuzzo, M. (2025). Transtorno Obsessivo Compulsivo: critérios diagnósticos, alterações cognitivas e comportamentais, avaliação neuropsicológica, caso clínico e parâmetros de intervenção . Book published by Grupo Gen. p. 209-221. Negreiros, J. , & Martinez, K. (2022). Getting comfortable with uncertainty for teens: 10 tips to overcome anxiety, fear, and worry . Book published by New Harbinger. 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 .(2022). 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. (2022). 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 . 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.