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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. (2025). Transtorno Obsessivo Compulsivo: critérios diagnósticos, alterações cognitivas e comportamentais, avaliação neuropsicológica, caso clínico e parâmetros de intervenção . Grupo Gen. Capítulo 17, p. 209-221. 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. 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 Guest Lecture Speaker, "Highlights from Inference-based Cognitive Behavioural Therapy ", presented to OCD team at the Programa Transtorno do Espectro Obsessivo Compulsivo (PROTOC) in São Paulo, Brazil (November 2025) Workshop, "Helping My Child Cope with Everyday Anxiety," presented to parents at Sea to Sky School District, Squamish, Whistler & Pemberton (October 2025) Workshop for Educational and Mental Health Professionals: "OCD in Schools" to be 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 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.

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.

Complete our comprehensive Psycho-Educational Assessment Intake Form to begin your journey toward understanding and addressing learning, behavioural, and emotional challenges. This form helps us gather essential information to tailor our evaluations to your unique needs. Psycho-educational Assessment Intake Form Welcome to Our Clinic! As part of our intake process, we ask you to help us understand the reasons you are seeking our services. Please complete the following fields: I'm seeking services for: Myself (Please note that our clinicians only work with individuals under 25) My child Client's first name Parent/Caregiver's first name if client is a minor (under 18) If the parents are separated, could you let us know who the child primarily lives with, and if both parents agree with having the assessment done? Client's age & Grade level Gender Primary languge spoken at home and other languages School the client currently attends Phone number Email 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 Do you have extended health benefits coverage? Yes No Unsure Do you have any other funding coverage? Yes, from FNHA Yes, from Autism Funding Other (please specify) No Reasons for seeking a psycho-educational assessment: What problems have been concerning you? Please provide a brief description for each applicable selection: Cognitive (e.g., thinking & problem-solving, memory, verbal knowledge, processing speed) Academic (e.g., reading, writing, math, oral language) Social, emotional & behavioural (e.g., anxiety, feelings of sadness, OCD, disruptive behaviour, social skills, emotion regulation) Attention, hyperactivity or executive function (e.g., inattention, hyperactivity, planning, organization, flexibility, initiation) Adaptive functioning (e.g., independence in communication, daily living skills) Has your child ever received any additional support in the areas of concern? (e.g., pull-out group/ 1-1 help at school, tutoring, mental health treatment, OT, SLP?) Is there any other information that you would like to share that may help us better support your child? 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.

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.

We provide empirically-based therapy for children, adolescents, young adults, and parents experiencing challenges with anxiety, OCD, BFRB, ADHD, learning, and behaviour. Therapy We provide empirically supported intervention for children, adolescents, young adults, and parents experiencing challenges in the following areas: Anxiety, including separation anxiety, selective mutism, phobias, social anxiety, generalized anxiety, panic disorder, perfectionism, school-related anxiety, sleep, and more OCD Hair-pulling, skin-picking, and other body-focused repetitive behaviours (BFRB) School and relationship difficulties (e.g., school attendance, IEPs, friendships, bullying) Parenting skills More One of our foremost priorities is to help young people improve their relationships with their thoughts and feelings to guide their actions toward living a healthy and fulfilling life. Our approach is engaging, straightforward, practical, and effective, and we intend to give our clients lifelong tools to use whenever needed. Based on Cognitive Behavioural Therapy (CBT) and Acceptance and Commitment Therapy (ACT) techniques, among other strategies, we use graded exposure to help youth manage anxiety and OCD along with exposure and response prevention (ERP). We also use Dialectical Behavioural Therapy (DBT) to help individuals manage intense emotions that can result in impulsive and problematic behaviours. We provide a parent-based treatment program for children and adolescents with anxiety, OCD, and related problems called SPACE (Supportive Parenting for Anxious Childhood Emotions) . SPACE focuses on changes parents can make to their own behaviour rather than making their children change. In addition, we assist schools in developing Individual Education Plans (IEPs) and interventions to best support students experiencing a range of school difficulties. Initial Inquiry: Fill out the online form or email contact@beaconpsychology.ca with your questions and a brief description of your concerns. Scheduling a Session/Waitlist: We'll respond to your email within two business days to determine if our services match your needs. Depending on availability, we'll schedule an initial session or add you to our clinic's waitlist, providing an approximate waiting time. Initial Assessment Session: The first session lasts 50 to 60 minutes and involves meeting with you (or both parents/guardians) and, if applicable, the child. We'll discuss developmental history, current concerns, strengths, and past strategies tried and may ask you or your child to complete questionnaires. Please note that the initial session does not guarantee long-term services. Next Steps: If our services are suitable, we'll discuss treatment goals and schedule future sessions. If we're not the best fit, we'll offer resource suggestions and names of professionals. Subsequent Sessions: Most sessions involve meeting with the client and, if necessary, one or both parents/guardians. Session structure varies based on needs, such as involving parents for part of the session or having consultations with only parents. Duration and Number of Sessions: Sessions are typically 50 minutes long and scheduled weekly or bi-weekly. The number of sessions depends on the type and severity of the problem. Setting: With your informed consent, sessions may take place at the office, online, in your home, school, or in the community. We may also offer tips to schools for supporting you/your child. Payment: Fees are paid at the end of each session via credit card, cash, cheque, or electronic transfer. You may be able to bill your extended health plan; check with your provider. Feel free to reach out if you have any questions or need further assistance!

Helpful resources for children, youth, young adults, parents and educators on OCD. OCD and Related Disorders Resources Psycho-education about OCD Anxiety Canada provides evidence-based information and resources about OCD. The International OCD Foundation has outstanding resources about OCD, including fact sheets, videos, training and much more. The American Academy of Child and Adolescent Psychiatry also has excellent resources. The Peace of Mind organization offers free webinars about OCD for families, mental health professionals, and educators. Online resources for children and youth with OCD This animation provides psycho-education about OCD to children and youth. Another animation on OCD Helpful and simple descriptions about OCD for families Unstuck is a short movie about OCD from children’s perspectives. This link contains websites & books on OCD for children and youth. My ANXIETY plan is an online resource where children and youth can develop a plan to fight their OCD. OCD cartoons #OCD: Starving The Monster | Tauscha Johanson | TEDxIdahoFalls - YouTube Treatment for Children with OCD - YouTube How to Treat Anxiety with Exposure and Response Prevention - YouTube GoHackify! Kick Childhood OCD to the Curb (Animated Treatment Program) - YouTube What is OCD? Explaining Child OCD to Kids - YouTube The OCD Mind and Uncertainty | ACT - YouTube Katie d'Ath, OCD treatment specialist: Introduction - YouTube video Online resources for young adults and families This is a CBC radio show that discusses the experiences of people with OCD, including the host's own struggle with OCD. NHL's former hockey player Corey Hirsch's breathtaking report on his experience with OCD and depression. Educational Video Gallery for Understanding OCD Causes and Treatments (beyondocd.org) This video provides a look into former NHL player Corey Hirsch's fear of what his colleagues and coaches would think about his struggles with mental illness. Information about Moral Scrupulosity OCD OCD in schools This handout, developed by Dr. Juliana, describes how OCD is related to schooling and provides suggestions on how to address concerns related to OCD symptoms in school settings. This website provides suggestions for educators to develop Individual Education Plans (IEPs) goals and accommodations for students with different anxiety and/or OCD symptoms. In this podcast , Dr. Juliana talks about school accommodations for students with anxiety and OCD Other websites for resources and learning Dr. Aureen Wagner's anxiety & OCD quick guide videos Obsessive Compulsive Disorder (OCD) - Mental Health Literacy (mentalhealthliteracy.org) Online OCD Treatment & Therapy | OCD Counseling Help & Support by Licensed OCD Therapists (treatmyocd.com) OCD Online Treatment Online OCD Camp (check for dates on the IOCDF website): a virtual event for kids (6-17 years) and teens with OCD and their families sponsored by IOCDF! Beacon Selected OCD Books Books for Children & Teens OCDaniel by King Everything Is an Emergency: An OCD Story in Words & Pictures by Katzenstein Being Me with OCD: How I Learned to Obsess Less and Live My Life by Dotson Workbooks for Children & Teens Stuff That's Loud: A Teen's Guide To Unspiraling When OCD Gets Noisy by Sedley & Coyne Daring to Challenge OCD: Overcome Your Fear of Treatment and Take Control of Your Life Using Exposure and Response Prevention by Davidson & Bell, The OCD Workbook: Your Guide to Breaking Free from Obsessive-Compulsive Disorder by Hyman & Pedrick The ACT workbook for OCD by Mazz & Coyne Talking Back to OCD: The Program That Helps Kids and Teens Say "No Way" -- and Parents Say "Way to Go" by March & Benton The ACT Workbook for Teens with OCD: Unhook Yourself and Live Life to the Full by Zurita Ona, Ralph, & Gardner The Mindfulness Workbook for OCD; A guide for overcoming obsessions and compulsions using mindfulness and cognitive behavioral therapy by Hershfield & Corboy Parenting Books What to do when your Child has Obsessive-Compulsive Disorder: Strategies and Solutions: by Wagner Breaking Free of Child Anxiety and OCD: A Scientifically Proven Program for Parents by Lebowitz Misophonia Educational video on Misophonia Book about Misophonia PANDAS/PANS Understanding PANDAS/PANS for families Guidelines for Medical Doctors to assess PANDAS/PANS PANDAS/PANS school resources Webinars on PANDAS/PANS

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. Dr. Kevin Noble ( pronouns: he/his/him) Dr. Noble is a registered psychologist who has worked in various 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, including anxiety disorders, mood disorders, behavioural challenges, grief and interpersonal difficulties, Learning Disabilities, Intellectual Disabilities, and Attention-Deficit/Hyperactivity Disorder. Dr. Noble also works with parents to develop effective parenting approaches and strategies to help support their children. When working with clients, Dr. Noble employs evidence-based strategies, primarily within a Cognitive Behavioural framework, while also drawing from a variety of other treatment modalities, including Dialectical Behaviour Therapy, Emotion-Focused Therapy, Interpersonal Therapy, and Acceptance and Commitment Therapy. Central to Dr. Noble's work is his ambition to provide the best support for individuals with learning challenges. This goal led him to pursue his dissertation research on the social and emotional impacts of living with a Learning Disability and to become a course instructor for two terms teaching the undergraduate course "Learning Disabilities: Experience to Understanding" at the University of Guelph. This experience led him to seek a position with the Learning Disabilities & Mental Health Services (formerly The Integra Program) within The Child Development Institute (CDI) for part of his internship and his first year working as a psychologist in a supervised practice in Ontario. EDUCATION Dr. Noble completed his Doctorate and Master's degrees with the Canadian Psychological Association (CPA) accredited Clinical Child and Adolescent Psychology program at the University of Guelph. Past training experiences include the Centre for Psychological Services at the University of Guelph, the Dufferin-Peel Catholic District School Board, and the Brampton Civic Hospital training within the child and adolescent day hospital and inpatient units. Dr. Noble also worked part-time with the Hamilton Wentworth School Board completing assessments for Giftedness. In addition, he completed his pre-doctoral internship at the CPA-accredited Toronto Area Residency Consortium in School and Clinical Psychology at the University of Toronto, Ontario Institute for Studies in Education. After completing his Ph.D., Dr. Noble worked full-time as a psychologist and research manager with the Learning Disabilities and Mental Health Services in Toronto. There, he completed individual and group interventions, ran research projects, and completed complex assessments for children requiring small classroom placements. In addition, Kevin has worked full-time as a psychologist at the Toronto Catholic District School Board (TCDSB), where he completed assessments and consultations and worked alongside an incredibly dedicated team of school administrators, teachers, guidance counsellors and support staff to help students succeed within the school community. At the TCDSB, Dr. Noble completed individual and group interventions, presentations and in-services to staff and students and supervised Ph.D. students who were on their residency at the Toronto Area Residency Consortium. He also worked part-time with Etobicoke Psychological Services, completing psychological assessments and interventions. CERTIFICATION Kevin is registered with the College of Health and Care Professionals of BC (CHCPBC) (#2772). Dr. Noble is also a member of the Canadian Psychological Association. INTERESTS AND ACTIVITIES In his free time, Dr. Noble loves playing and watching sports, making fresh pasta, going on long walks with his dog, and spending quality time with his family. LANGUAGES Dr. Noble speaks English. SERVICES Dr. Noble provides in-person and online sessions on Thursday and Friday (10 a.m. - 5 p.m.). CONTACT kevin@beaconpsychology.ca

Contact us for any questions or inquiries regarding therapy, assessment, consultation, or workshop services.
 Contact Welcome to Beacon Psychology Clinic! We're conveniently located on the bottom floor of the St. John's Wellness Center in the heart of Port Moody. To join our waitlist or book a 10-minute phone consultation with one of our clinicians or clinical assistant, click here . If you have any questions or require further assistance, please email us at contact@beaconpsychology.ca. Alternatively, you may call us at (604) 200-3812. Our phone lines are open between 1 p.m. and 4 p.m. We look forward to connecting with you!

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)

Dr. Juliana is the clinic director and a Registered Psychologist passionate about mental health who works as a clinician, researcher, supervisor, trainer, consultant, and public speaker. Her clinical approach is grounded in research and based on CBT and ACT. Dr. Juliana Negreiros ( pronouns: she/her/hers) Dr. Juliana is the clinic director and a Registered Psychologist passionate about mental health. She wears different hats, working as a clinician, researcher , supervisor , trainer , consultant , and public speaker . Her clinical approach is characterized by compassion, understanding, and collaboration grounded in research and based on individual and family Cognitive-Behavioural Therapy (CBT) and Acceptance and Commitment Therapy (ACT). Dr. Juliana creates a safe and non-judgmental space where clients can openly express themselves and work toward meaningful change. She has extensive research and clinical experience conducting psycho-educational assessments , working with schools, and developing Individual Education Plans and school-based interventions. For many years, Dr. Juliana conducted different studies at the B.C. Children's Hospital, which involved assessing neurocognitive and academic functioning in pediatric OCD. Early in her career, she served as a school psychologist in a public school district, gaining firsthand insight into educational systems. Today, she continues to support educators and school professionals through consultation and supervision in both public and private settings. Dr. Juliana also worked for many years at Child and Youth Mental Health and collaborated with various public and private organizations. Her commitment to helping young people extends beyond her clinic walls. In collaboration with Anxiety Canada , she was a lead developer of online resources and province-wide classroom lessons tailored to equip students to manage anxiety called EASE ( Everyday Anxiety Strategies for Educators) and MAPE (MAP for Educators) . In addition, Dr. Juliana is an energetic and engaging speaker who has contributed to podcasts and speaking engagements nationally and internationally. She also has many academic publications and, notably, co-authored a book aimed at helping teenagers navigate uncertainty, published by New Harbinger. EDUCATION Dr. Juliana holds a Master's and Ph.D. in School Psychology from the University of British Columbia. Her dissertation on neurocognition in pediatric OCD was recognized with multiple awards, including a Certificate of Excellence from the Canadian Psychological Association . For almost a decade, Dr. Juliana was part of the B.C. Children's Hospital Provincial OCD Program (POP) . She completed a 3-year Postdoctoral Fellowship at POP, engaging in extensive research focused on neurocognitive and academic functioning in OCD as well as treatment outcomes. During her fellowship, Dr. Juliana also provided valuable school-based support to families, enhancing our understanding of how students with OCD function at school and identifying strategies to aid their school functioning. For further details on her research contributions, please refer to the Research section. CERTIFICATION Dr. Juliana is registered with the College of Health and Care Professionals of BC (CHCPBC) (#2245) and has undergone specialized training in CBT for OCD and related disorders at the Behavior Therapy Training Institute (BTTI), sponsored by the International OCD Foundation. Her expertise is further enriched by her training in ACT and Indigenous Cultural Safety in Mental Health. She is a member of the following psychological associations: International OCD Foundation (IOCDF) Association for Contextual and Behavioral Science (ACBS) British Columbia Psychological Association (BCPA) INTERESTS AND ACTIVITIES Dr. Juliana truly enjoys nature, hiking, canoeing, biking, dancing, and travelling. Above all, she values spending quality time with her family. LANGUAGES Dr. Juliana speaks English and Portuguese fluently. SERVICES Dr. Juliana provides in-person and online sessions from Monday to Thursday (9 a.m. - 5 p.m.).

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.

Our team is passionate about supporting young people's mental health and learning in clinical, school, and community, settings. Our Team speaks various languages and specializes in comprehensive psycho-educational and mental health assessments and evidence-based treatment for anxiety, OCD, BFRB, depression, school and relationship difficulties, parenting support, and more. Dr. Juliana Negreiros Director Dr. Kevin Noble Associate Dr. Rajan Hayre Associate Natalie Noble, Ph.D. Candidate Associate Marissa Hall, Ph.D. Candidate Associate Alexandra Vergara, B.A. Clinical Assistant