I am an Associate 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.

My Research:
The overarching theme of my research is that families are systems and family members have a variety of effects on one another. I currently have a number of interests falling under this umbrella: The first is on the family (including parental) factors associated with Attention Deficit Hyperactivity Disorder (ADHD). I am also interested in the relationships between ADHD and problem gambling. Another interest is women’s issues in professional psychology, especially as they relate to childbearing and childrearing. I am also interested in a variety of family characteristics that impact young children’s development, well-being, and formation of secure attachment relationships. I often use systematic reviews (meta-analysis) to help me answer these questions and clarify the effects and relationships between these factors, as well as to identify moderators of the examined relationships.

Independent Research Students:
At times, I accept Independent Research Students in winter term of their third year. Typically, these are students who will then work with me for their Honours. Students should be in or planning to be in Honours in psychology. An excellent GPA (above 4.0) and strong writing skills are necessary.  

Honours Students:
I have accepted my Honours students for the 2021/22 year.  I will be accepting applications for the 2022/2023 year in late fall 2021. If you wish to apply please send me a copy of your web transcript, CV or resume, and a sample of independently completed academic writing (e.g., a paper you wrote for a course).

Graduate Students:
I typically accept one to two graduate students each year. Please note: I accept developmental, clinical, or school psychology students and make my selection based on academic history and fit within my lab.

Selected Publications:

  1. Patel, R., Silla, F., Pierce, S., Theule, J., & Girard, T. A. (2020). Cognitive functioning before and after repetitive transcranial magnetic stimulation (rTMS):  A quantitative meta-analysis in healthy adults. Neuropsychologia, 141, 107395.
  2. Barnes, J., & Theule, J. (2019). Maternal depression and infant attachment security: A meta-analysis. Infant Mental Health Journal40, 817-834. doi: 10.1002/imhj.21812
  3. Cheung, K., & Theule, J. (in press). Paternal depression and child externalizing behaviors: A meta-analysis. Journal of Family Psychology, doi: 1037/fam0000473
  4. Theule, J., Henrikson, B., & Cheung, K.. (2019). Psychology Works” Fact Sheet: Enuresis and Encopresis. Canadian Psychological Association: Ottawa, ON
  5. Theule, J., & Henrikson, B. (2019).Comment on “Does psychotherapy work? An umbrella review of meta-analyses of randomized controlled trials. Acta Psychiatrica Scandinavica139, 296-297. doi: 10.1111/acps.13007
  6. Cheung, K., & Theule, J., (2019). Paternal depressive symptoms and parenting behaviors: An updated meta-analysis. Journal of Child and Family Studies, 28, 613-626. doi: 10.1007/s10826-018-01316-1
  7. Barnes, J., & Theule, J. (2018). The relationships between trauma, attachment, and child mental health in refugee families in Canada. Psynopsis40, 11-14.
  8. Theule, J., Cheung, K., & Aberdeen, K. (2018). Children’s ADHD interventions and parenting stress: A meta-analysis. Journal of Child and Family Studies, 29, 2744-2756doi: 1007/s10826-018-1137-x
  9. Clayton, K., Lee, J. B., Cheung, K., Theule, J., & Henrikson, B. (in press). Quantifying the relationship between attention-deficit/hyperactivity disorder and experiences of child maltreatment: A meta-analysis. Child Abuse Review.
  10. Cheung, K., Aberdeen, K., Ward, M. A., & Theule, J. (2018). Maternal depression in families of children with ADHD: A meta-analysis. Journal of Child and Family Studies, 27, 1015-1028. doi:1007/s10826-018-1017-4
  11. Germain, S., Wilkie, K. D., Milbourne, V. M., & Theule, J. (2018). Animal-assisted psychotherapy and trauma: A meta-analysis. Anthrozoos, 31, 141-164. doi: 10.1080/08927936.2018.1434044
  12. Ward, M. A., Clayton, K., Barnes, J., & Theule, J. (2017). The association between peer victimization and attachment security: A meta-analysis. Canadian Journal of School Psychology. doi: 1177/0829573517715737
  13. Turner, S., Nickel, N., Brownell, M., Theule, J., & Afifi, T. O. (2017). Examining the relationship between infant feeding practices, child hyperactive/inattentive behaviours and ADHD diagnosis in a Canadian sample. In A. M. Columbus (Ed.), Advances in Psychology Research: Vol 130. New York, NY: Nova Science Publishers.
  14. Theule, J., & Germain, S. (2017). Clinical psychology training in Canada and expectations for mobility: Is it time for change? Canadian Psychology58, 288-291. doi: 1037/cap0000112
  15. Theule, J. (2016). “Psychology Works” Fact Sheet: Attachment in Children. Canadian Psychological Association: Ottawa, ON.
  16. Cheung, K., & Theule, J. (2016). Parental psychopathology in families of children with ADHD: A meta-analysis. Journal of Child and Family Studies25, 3451-3461. doi:10.1007/s10826-016-0499-1
  17. Ward, M., Theule, J., & Cheung, K. (2016). Parent-Child Interaction Therapy for Child Disruptive Behaviour Disorders: A meta-analysis. Child & Youth Care Forum, 45, 675-690.
  18. Theule, J., Hurl, K., Cheung, K., Ward, M., & Henrikson, B. (2016). Exploring the relationships between problem gambling and ADHD: A meta-analysis. Journal of Attention Disorders. doi: 10.1177/1087054715626512
  19. Yaholkoski, A., Hurl, K., & Theule, J. (2016). Efficacy of the Circle of Security intervention: A meta-analysis. Journal of Infant, Child & Adolescent Psychotherapy, 15, 95-103. doi:1080/15289168.2016.1163161
  20. Theule, J., Germain, S., Cheung, K., Hurl, K. & Markel, C. (2016). Conduct disorder/oppositional defiant disorder and attachment: A meta-analysiJournal of Developmental and Life-Course Criminology, 2, 232-255. doi:10.1007/s40865-016-0031-8
  21. Wilkie, K., Germain, S., & Theule, J. (2016). Evaluating the efficacy of equine therapy among at-risk youth: A meta-analysis, , 29, 377-393. doi:1080/08927936.2016.1189747
  22. Theule, J., Ward, M. A., Cheung, K., & Lee, J. B. (2016). Psychosocial treatments for tic disorders: A meta-analysis. Journal of Psychiatric Research, 74, 8-9. doi: 1016/j.jpsychires.2015.12.010
  23. Hurl, K., Lee, J. B., & Theule, J. (2014/15). Preventative interventions based in attachment theory: A meta-analysis of efficacy. IMPRINT: The Newsletter of Infant Mental Health Promotion, 63, 4-10.
  24. Theule, J., Wiener, J., Jenkins, J., & Tannock, R. (2012). Parenting stress in families of children with ADHD: A meta-analysis. Journal of Emotional and Behavioral Disorders21, 3-17.
  25. 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 Studies20, 640-647.
  26. 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 typically teach three graduate level courses, PSYC 7024: Psychoeducational Assessment & Measurement 2, PSYC 7120: Consultation and Supervision, and PSYC 7080: Child and Youth Psychopathology. I will have a new course in winter 2020.

Course Descriptions:

PSYC 7024: Psychoeducational Assessment and Measurement 2 
In this course, students develop the practical skills needed for test administration and scoring as well as the less tangible knowledge base needed to plan an assessment, interpret tests, and write reports. Participation in this course alone does not qualify the participant to administer measures of cognitive ability (e.g., Level C tests) without supervision. Additional supervised practice is required through practicum and/or other supervised experiences for responsible ethical practice. Skills developed in the first term assessment course will be enhanced with additional instruments and strategies and more in-depth focus and practice on interpretation in the second semester of the course in conjunction with the junior practicum. The course will focus also on assessment tools to assess academic skills, and tests to assess specific academic skill areas such as reading, writing, mathematics, oral language, and verbal comprehension. In depth, this course provides instruction on the development of an assessment plan and the administration and scoring of psychoeducational tests. The interpretation of these tests and the communication of assessment findings also will be covered on an initial basis with continued training in these areas occurring in the second year of the program. When possible, a case study approach will be utilized.

PSYC 7080: Child and Youth Psychopathology
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 typically provide a general practicum experience designed to provide students with the opportunity to work with children and families. This practicum experience often continues over two terms. Each student sees 2-4 identified child clients for therapy and 1-3 for assessment. 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 and 1 hour of individual supervision. 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.