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Dr. Noble has worked in a variety of clinical settings, including multiple school boards, community mental health institutions, and hospitals. He provides therapy and assessments for children and adolescents with a variety of presenting concerns. Natalie Noble, M.A. ( pronouns: she/her/hers) Natalie is a caring and knowledgeable clinician who provides assessment and therapy with children, teens, young adults, and their caregivers. She supports clients experiencing a variety of concerns, including anxiety, depression, intense emotion, self-harm, suicidal thoughts, trauma, relationship difficulties, developmental differences, attention difficulties, learning challenges, and behavioural concerns. Natalie is trained in several evidence-based approaches to best support each person and family's needs. These include Cognitive-Behavioural Therapy (CBT), Dialectical-Behavioural Therapy (DBT), Acceptance and Commitment Therapy (ACT), Interpersonal Process Therapy (IPT), Emotion-Focused Family Therapy (EFFT), and Systemic and Structural Family Therapies. Natalie is committed to helping clients navigate life's ups and downs with compassion, skill, and a focus on what works best for them. EDUCATION Natalie completed her undergraduate degree in Psychology (Honours) with a minor in Criminology at Simon Fraser University. She subsequently earned her Master's degree in Clinical Child and Adolescent Psychology from the University of Guelph in a program accredited by the Canadian Psychological Association. Her M.A. thesis explored how online communities can provide connection and support for individuals with lived experiences of nonsuicidal self-injury. Natalie has worked in a wide range of settings, including private clinics, multiple school boards, and hospital-based inpatient and outpatient programs. She brings this diverse experience to her work with children, youth, young adults, and families. She is currently completing her Ph.D. with plans to defend her dissertation this fall. Her dissertation focuses on understanding the factors that influence a person's willingness to seek help for nonsuicidal self-injury. Throughout her training, Natalie received multiple research awards and scholarships, including the Canadian Institutes of Health Research, the Ontario Graduate Scholarship, and the Social Sciences and Humanities Research Council. She did an advanced clinical practicum at the Child and Youth Mental Health Outpatient Service at Hamilton Health Sciences and her residency in School and Clinical Psychology at the Youthdale Treatment Centres and the Toronto District School Board, through the Toronto Area Residency Consortium. INTERESTS & ACTIVITIES Outside of school and work, Natalie enjoys spending time with her family, practicing yoga, reading, walking her dog Winnie, and juggling too many fantasy sports leagues. LANGUAGES Natalie speaks English. SERVICES Natalie provides in-person and online sessions on Monday and Tuesday (10 am-5 pm). CONTACT natalie@beaconpsychology.ca

Our team conducts a comprehensive psycho-educational assessment to better understand a student's cognitive, academic, social-emotional, behavioural, and/or adaptive functioning strengths and weaknesses. Psycho-educational Assessment WHAT IS A PSYCHO-EDUCATIONAL ASSESSMENT? A psycho-educational assessment is a comprehensive evaluation that helps parents and educators understand a student's strengths and weaknesses in areas associated with thinking, learning, emotions, behaviour, and daily skills. At our clinic, we also offer a mental health assessment at no extra cost if needed. The results can be useful in several ways, such as: Diagnosis and Support : It can show if a student qualifies for special education services or has a specific condition, like a learning disorder, ADHD, an anxiety disorder, OCD, or giftedness. Understanding Challenges: It can identify other reasons why a student might struggle in school, such as having challenges with attention, memory, or emotional and social difficulties. Creating Strategies: It helps develop personalized strategies to support the student's learning and well-being both at school and at home. HOW DOES THE PROCESS WORK? Click here for more i nformation. The following is a breakdown of the steps involved in the process: Initial services (e.g., scheduling, sending forms, review of documents) - non-refundable fee due at booking Initial parent meeting Testing (session preparation, cognitive and academic testing, clinical interview, rating scales) Interpretation, scoring, and report writing Feedback meeting Additional services (form completion after the assessment is concluded, written correspondence, school meetings, travel time, participation in legal procedures) are charged at our hourly rate is approximately $290 (depending on the clinician conducting the assessment). We provide comprehensive evaluations by assessing the following areas depending on your or your child's needs ( Click here for the detailed description) Cognitive functioning Academic functioning Social, emotional, and behavioural functioning Adaptive functioning Executive functioning ADHD symptoms (children and youth only) Anxiety/OCD symptoms If you have extended health insurance, a portion of the assessment may be covered under it. For post-secondary students with a specific learning disorder who require updated testing, grants are available through the BC government. Please note that we only accept e-transfers or cheques when paying for the 1st and 2nd evaluation installments. DO YOU STILL HAVE QUESTIONS? If you would like to know more information about the process and fees involved in having your child receive a comprehensive assessment, please contact our team at contact@beaconpsychology.ca . For more details on psycho-educational assessment, please see RESOURCES .

Harkiran holds a Masters of Education in School and Applied Child Psychology from the University of Calgary. She has extensive experience providing assessments and therapeutic intervention to children and adolescents of diverse abilities. Harkiran Thandi ( pronouns: she/her/hers) Harkiran holds a Masters of Education in School and Applied Child Psychology from the University of Calgary. She has extensive experience providing therapeutic intervention to children and adolescents of diverse abilities in school, community, and home environments as a behaviour interventionist, applied behavioural analysis support worker, and program manager. Harkiran currently works as a Licensed School Psychologist in a public School District. As an assessment clinician within our clinic, she provides psycho-educational services to families who seek to gain insights into their child’s unique profile of strengths and needs. Harkiran’s approach to assessment, consultation, and intervention is holistic, data-driven, and rooted in understanding a child’s functioning within the context of their development. INTERESTS & ACTIVITIES In her free time, Harkiran enjoys making memories with loved ones, being one with nature, and going on excursions with her dog. LANGUAGES Harkira n speaks English, Punjabi, and French. SERVICES Harkiran conducts assessments on the weekend.

Marissa is a Ph.D. student in the School and Applied Child Psychology program (SACP) at UBC. She has extensive experience conducting complex psychological assessments and interventions. She currently is doing an advanced practicum at Beacon Psychology. Marissa Hall ( pronouns: she/her/hers) Marissa is in her fourth year as a Ph.D. candidate in the School and Applied Child Psychology program at UBC. She has gained a wealth of experience providing psychological assessments and support for children, youth, and their families. Marissa helps with social-emotional and behavioural challenges, as well as neurodevelopmental differences. She is a PEERS® Certified Provider and offers evidence-based social skills training for teens and their families. Marissa has worked in a variety of settings, including schools, private practice, and community spaces, and regularly collaborates with parents, teachers, and other mental health professionals to support children’s well-being. Marissa is passionate about helping her clients make real and meaningful changes in their lives. She believes that a safe, welcoming, and inclusive environment is essential for children and families to feel comfortable, recognize their strengths, and work toward their goals. Marissa’s doctoral research explores how challenges with self-regulation can affect young children's social-emotional development and success at school. ACTIVITIES & INTERESTS Marissa enjoys being active. Since moving here from Ontario, most of her free time has been spent in the backcountry hiking, skiing, and camping. She’ll occasionally enjoy a sunset run around the seawall. LANGUAGES Marissa speaks English fluently. SERVICES Marissa offers online sessions and can also meet with clients in person in community spaces in Vancouver neighbourhoods such as Kitsilano, Main Street, and nearby areas. CONTACT marissa@beaconpsychology.ca

We provide comprehensive evaluations by assessing the following areas depending on your or your child's needs: Cognitive, Academic, Social, emotional, and behavioural, Adaptive functioning, Executive function, ADHD symptoms (children and youth only), and Anxiety/OCD. What does each type of assessment involve? COGNITIVE ASSESSMENT • Verbal comprehension : Ability to communicate vocabulary knowledge and reason with words • Fluid reasoning : Ability to use problem-solving skills to identify and complete patterns and determine relationships among visual and numerical information • Visual-spatial processing : Ability to think with shapes and patterns • Visual-motor integration : Ability to coordinate visual information with finger-hand movement • Short-term memory: Ability to remember and use information seen or heard within a short time frame • Long-term memory : Ability to store, consolidate, and retrieve information over periods measured in minutes, hours, days, and years • Processing speed : Speed and accuracy of visual identification and decision-making. ACADEMIC ACHIEVEMENT • Oral language : Listening comprehension and oral expression • Reading : Early reading, basic reading, oral reading fluency, and reading comprehension • Writing : Alphabet fluency, spelling, sentence composition, and essay composition • Math : Math calculation, math reasoning, and math fluency SOCIAL, EMOTIONAL AND BEHAVIORAL FUNCTIONING (screening measure) • Internalizing behaviours: Anxiety, somatization, feelings of sadness • Externalizing behaviours: Hyperactivity, aggression, and conduct problem • Atypical behaviours: Having unusual thoughts and perceptions • Attention & study skills : Inattention and study and learning challenges • Adaptive behaviou r: Adapting to changing situations and recovering from difficult situations • Other : Social skills, leadership skills, activities of daily living, functional communication, social withdrawal Please note : If a diagnostic assessment is required, a semi-structured clinical interview will be administered to the parents and child (if appropriate) EXECUTIVE FUNCTIONING • Initiation • Flexibility • Inhibitory control • Emotion regulation • Attention • Self-monitoring • Planning • Organization • Working memory ATTENTION & HYPERACTIVITY/IMPULSIVITY • Inattention • Hyperactivity • Learning problems • Executive functioning • Defiance/aggression • Peer relations ADAPTIVE FUNCTIONING • Communication : How well the student listens and understands, expresses themself through speech and reads and writes • Daily living skills : Practical, everyday tasks of living • Socialization : Functioning in social situations UNDERSTANDI NG A PSYCHO-EDUCATIONAL ASSESSMENT GOA LS : To provide information to parents & educators about a student's strengths and weaknesses in: • Cognitive • Academic • Social, emotional & behavioural functioning • Executive functioning and attention • Adaptive functioning RESULTS CAN BE HELPFUL IN THE FOLLOWING : (1) Determining whether the student meets the criteria for a specific school designation or DSM-5-TR diagnosis (e.g., specific learning disorder, intellectual disability, gifted) and qualifies for special education services. (2) Identifying other reasons that may cause poor performance in school, such as difficulty with attention or memory, or social and emotional concerns (3) Developing strategies based on the student's individual needs to be implemented at school and home. POSSIBLE OUTCOMES : DSM-5-TR diagnoses , such as (but are not limited to): • Specific Learning Disorder • Intellectual Disability • ADHD • Anxiety Disorders • OCD BC Ministry of Education designations , such as (but not limited to): • Category Q (learning disability) • Category P (gifted) • Category R/H (Students Requiring Moderate/Intensive Behaviour Intervention or Students with Moderate/Serious Mental Illness)

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.

Alexandra is a Psychology Major graduate from Simon Fraser University. She is a clinical assistant at Beacon Psychology Clinic. Alexandra Vergara ( pronouns: she/her/hers) Alexandra Vergara is a Psychology Major graduate from Simon Fraser University. She has experience working with and supporting youth. She was involved with the Vancouver School Board in a partnership program with the Vancouver Police Department as an immigrant Youth Programmer. She has also provided support and services for adults and seniors in her professional career through organizations such as Vancouver Coastal Health and Richmond Kinsmen Adult Day Center. INTERESTS AND ACTIVITIES Alexandra loves to listen to talk radio shows and podcasts, sing, draw, write, find interesting reads at the public library or her favourite bookstore, go to concerts and festivals, be in nature, play with her dogs, and volunteering. LANGUAGES Alexandra speaks English and Spanish.

Self-compassion resources including helpful websites and book recommendations. Self-Compassion Resources Website Developed by the pioneer in self-compassion, this website provides a wide range of resources, including online courses in self-compassion, for ages 6 to adulthood. Books Workbook for adults Self-compassion book for kids

Start your path to well-being by completing our Therapy Intake Forms. These forms allow us to gather information to ensure our services will meet your mental health needs. Therapy Intake Form I'm seeking services for: Myself (Please note that our clinicians only work with individuals under 30 unless you are seeking parenting support). My child Client's first name Parent's first name if client is a minor (under 18) Client's age Gender Phone number Email City of residence How did you hear about us? Service provider (e.g., pediatrician, general practitioner, psychologist, counsellor) BC Psychological Association Google or another search engine Family/Friend Other (please specify) Do you have extended health benefits coverage? Yes No Unsure Do you have coverage from any specific funding? Yes, from FNHA Yes, from Autism Funding Other (please specify) No What type of therapy service are you looking for? In person Virtual Either virtual or in person Do you have a preference for a specific clinician? Dr. Juliana Negreiros (R. Psych.) Dr. Kevin Noble (R. Psych.) Kelly Archer (RCC) Doctoral student or therapist working under either Dr. Juliana or Dr. Noble's supervision No preference. I will see whoever is accepting new clients so I can book an appointment sooner Reasons for seeking therapy services What problems have been concerning you? Please provide a brief description if applicable. Symptoms of anxiety (e.g., excessive worries about little things, perfectionism, social anxiety, phobias, physical complaints) Symptoms of obsessive-compulsive disorder [OCD] (e.g., intrusive thoughts/images/urgers, mental or physical compulsions, avoidant behaviour) Symptoms of body-focused repetitive behaviours [BFRB] (e.g.,hair pulling, skin picking, nail biting) Symptoms of ADHD (e.g., regulating attention, impulsive/hyperactive behaviour) Difficulty with peer interactions (e.g., friendships, bullying) Difficulty with family relationships (e.g., parent-child, sibling) Parenting challenges (e.g., setting consistent boundaries for their child, frequent conflicts, power struggles) Trouble at school/college/work (e.g., falling behind in schoolwork, getting into trouble with teachers, having conflicts with coworkers) Mood is low (e.g., irritable, low energy, sad, isolates self, feels hopeless) Impulsive or non-compliant behaviour (e.g., acting without thinking, refusing to follow rules or instructions, not obeying authority figures) Often breaking the rules or getting in trouble (e.g., skipping school or getting into fights) Risky or dangerous behaviours (e.g. self-harm, talking about suicide, threatening others with violence) Trauma (e.g., physical or sexual abuse, witnessing violence, or being involved in a serious accident) May be abusing substances (e.g., tobacco, alcohol, drugs) Body image or eating challenges (e.g., being overly concerned about weight or appearance, constantly dieting) Symptoms related to autism (e.g., difficulty with social communication, rigid behaviour, need for predictability, sensory sensitivities) Gender identity questions (e.g., having uncertainties or concerns about one's gender identity) Have there been any recent stressors that could be contributing to the client's difficulties? Please indicate below: Have your child (or you if the client) ever: Endorsed suicidal thoughts? Engaged in self-harming behaviour? Been taken to the ER or been hospitalized due to mental health concerns? None of the above Is there any other information that you would like to share that may help us better support the client? Please indicate below: Submit Thanks for submitting! Thank you for completing this form. We will review your information and contact you as soon as possible. Please note that due to the high demand for services, there may be a delay in our response. Service availability depends on clinician availability and client needs. Should you have any questions in the meantime, please don’t hesitate to contact us at contact@beaconpsychology.ca . Warm regards, Beacon Psychology Team Want to know how we protect your data? Click here to learn more.

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.

BRFB resources for clients, parents, educators and other professionals. BFRB Resources (Body-focused Repetitive Behaviours) Websites TLC Foundation : One of the most reputable websites on BFRB with significant information and resources on this topic. Free from BFRB : Hands-on help for trichotillomania, nail biting, skin picking, lip-cheek biting, and other body-focused repetitive behaviours (BFRBs). BFRB Intro Video BFRB website for parents BFRB for schools BFRB blog Webinar on psycho-education about BFRB Webinar on the basics of BFRB from people who have it Youtub e BFRB animation Toolkit for BFRB Self-Help Books BFRB Apps BFRB Bracelet

A psycho-educational assessment aims to provide information to parents and educators about a student's cognitive, academic, social-emotional, behavioural, and/or adaptive functioning strengths and weaknesses. Psycho-Educational Assessment Resources Understanding a Psycho-Educational Assessment Beacon Psychology Handout for parents on how to prepare their child for the assessment Understanding a psycho-educational assessment report: Information on the specific areas assessed through an evaluation Free Webinars & Podcasts Dr. Liz Angoff helps parents and children understand learning disabilities, ADHD and much more Solving the puzzle : Creating a p l an for success through psychological and educational assessment What is Dyslexia, and what can we do about it? Explaining Dyslexia Making Sense of Sensory Issues: How to manage heightened senses at home and in the classroom Transitioning from high school to college Helpful Websites Understood : Offers resources and advice for parents of children with learning and attention issues. Explaining Brains : Explaining a diagnosis to families and kids in accessbile ways. Associations Learning Disabilities Association of BC : This association provides information and resources to ensure the full participation of children, youth, and adults with learning disabilities (LD) in today's society. National Association of School Psychologists : This nationally recognized organization provides resources to families and educators on diverse topics related to psycho-educational assessment. Gifted Children's Association of BC : This association aims to extend support in navigating the unique developmental journey of gifted learners through advocacy, education and collaboration. Ministry of Education BC Ministry of Education of BC Checklist for school designations: This resource provides specific information about the criteria for schools to designate students as needing additional support. Ministry of Education of BC Policy Manual for school designations: This resource conveys policies, procedures, and guidelines that support delivering special education services in British Columbia's public schools.