I am an Assistant Professor in the Department of Psychology. I am assigned to both the School Psychology and Clinical Psychology programs, where I focus on work with children and families.

Honours Students

I have already accepted my Honours students for 2016/17. I will be accepting applications for the 2017/18 year in late fall 2016.

Graduate Students

I do not intend to accept any new graduate students for the 2016/17 year. Please note that when I do accept students it will be for the clinical program only.

Selected Publications

Theule, J., Wiener, J., Jenkins, J., & Tannock, R. (2013). Parenting stress in families of children with ADHD: A meta-analysis. Journal of Emotional and Behavioral Disorders, 21, 3-17.

Theule, J., Wiener, J., Rogers, M., & Marton, I. (2011). Predicting parenting stress in families of children with ADHD: Parent and contextual factors. Journal of Child and Family Studies, 20, 640-647.

Rogers, M.A., Theule, J., Ryan, B.A., Adams, G.R., & Keating, L. (2009). Parental involvement and children’s school achievement: Evidence for mediating processes. Canadian Journal of School Psychology, 24, 34-57.


I currently teach two graduate level courses, PSYC 7120: Consultation and Supervision and PSYC 7080/8200: Child and Youth Psychopathology/Development and Its Deviations 1.

Course Descriptions:

PSYC 7080: Child and Youth Psychopathology (PSYC 8200: Development and Its Deviations 1)

Using a developmental psychopathology framework, this course examines the risk and protective factors contributing to the development of psychopathology in children and adolescents. Normal development is seen as the starting point from which children are directed toward a variety of paths (or trajectories). Formal diagnostic criteria will be discussed, but alternative methods of classification will also be addressed. Protective and risk factors discussed will include intelligence, relationships, attachment, poverty (socio-economic status), child maltreatment, trauma, parental well-being and parenting practices, and heredity. Discussion of diversity issues will pervade the course. Methods of diagnosis and treatment for the major disorders will be briefly discussed. The objective of this course is to provide students with the needed skills to identify children’s mental health issues and properly contextualize these issues.

PSYC 7120: Consultation and Supervision

This course addresses the history, theories, evidence base, models, and skills related to effective consultation and supervision. By the end of this course, students should be able to describe their own orientation and styles of consultation and supervision. They will also learn to advocate for their own needs in supervision and use this resource most effectively. Techniques and procedures associated with effective consultation with teachers, school administrators, and parents are reviewed. Skills related to effective and helpful supervision are also addressed.

Practicum Supervision

I supervise both clinical and school psychology students in practicum placements.

For school psychology students, I act as a “supervising psychologist” or additional level of supervision available in addition to the “co-operating psychologist” who more directly supports practicum students in their school placements. For these students, I help with planning about practica, mid-term and end of year evaluations, and also take a large role in helping students develop their report-writing skills. Monthly group supervision is provided, in addition to individual supervision as needed.

For clinical students, I currently offer a supplementary general practicum experience designed to provide students with the opportunity to work with children and families. This practicum experience is expected to continue over two terms. Each student would see one to two identified child clients for therapy and/or help facilitate a cognitive-behavioural anxiety group for children and their parents. Concerns bringing children to therapy include aggression, anxiety, emotional dysregulation, family conflict, developmental delays, and/or eating or sleeping problems. In general, an attachment-focused perspective is employed in conceptualizing difficulties in families and co-operative work with families is emphasized over individual work with children in order to support these bonds. At times, child-centred play therapy, parental guidance, and cognitive-behavioural therapy will be used in addition to attachment-focused therapies (e.g., Watch, Wait, and Wonder). Supervision varies based on the need of the student, but would typically be comprised of 1 hour of group supervision weekly, along with two other students. Individual supervision will be provided as needed. Supervision will initially be comprised of readings and discussion to orient students to work with children. As the practicum proceeds, the focus will move to case discussions centred on student’s questions and concerns. Some live supervision (observation through the one-way mirror) will be provided, especially at the start of the practicum. At times, clinical students may also conduct psychological assessments of children under my supervision.