Welcome to the Best Practices in Higher Education research corner. This new feature highlights faculty and researchers whose work focuses on advancing research in the field of emerging adults and mental health. If you or someone you know is doing work in this area and would like to be featured on this page, please contact us at email@example.com.
Guy Faulkner, Ph.D.
Dr. Guy Faulkner is a Professor and Chair in Applied Public Health in the School of Kinesiology at the University of British Columbia, Canada. Broadly, his research has focused on two inter-related themes: the development and evaluation of physical activity interventions; and physical activity and mental health. He currently coordinates the implementation of the Canadian Campus Wellbeing Survey (CCWS – www.ccws-becc.ca) which is a system for collecting data on the health and wellbeing of Canadian post-secondary students. He chairs the ParticipACTION research advisory group and is a member of the Research Work Group for the Canadian Report Card on Physical Activity for Children and Youth, and Adults. He has contributed to the development of the Canadian 24-hour movement guidelines for children and youth (2015-2017), the early years (2016-2018), and now adults and older adults (2019-2020). He is the founding editor of the Elsevier journal ‘Mental Health and Physical Activity’.
Faulkner, G., Weatherson, K., Patte, K., Qian, W., & Leatherdale, S., (2020). Are one-year changes in adherence to the 24-hour movement guidelines associated with flourishing among Canadian youth? Preventive Medicine, https://doi.org/10.1016/j.ypmed.2020.106179.
Weatherson, K., Wunderlich, K. & Faulkner, G. (2020). Impact of a low-cost standing desk (StandUP UBC) on reducing workplace sitting: A randomised controlled trial. Applied Ergonomics, 82, 102951
Faulkner, G., Ramanathan, S., Kwan, M., and the CCWS Expert Panel Group. (2019). Developing a coordinated Canadian post-secondary surveillance system: a Delphi survey to identify measurement priorities for the Canadian Campus Wellbeing Survey (CCWS). BMC Public Health, 19, 935. doi:10.1186/s12889-019-7255-6
Kwan MY, Arbour-Nicitopoulos KP, Duku E, Faulkner G. (2016). Patterns of multiple health risk-behaviours in university students and their association with mental health: application of latent class analysis. Health Promot Chronic Dis Prev Can, 36(8):163-70.
Abby Goldstein, Ph.D., C.Psych.
Associate Professor, Canada Research Chair in the Psychology of Emerging Adulthood
Applied Psychology and Human Development
Ontario Institute for Studies in Education
University of Toronto
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Dr. Abby Goldstein leads an innovative program of research exploring the unique needs, challenges and motivations of emerging adults with a focus on understanding their substance use, mental health, and well-being from a developmental lens. Her research uses methods that capture the day-to-day experiences and behaviours of emerging adults, and changes in these experiences as they transition into adulthood. She recently received a SSHRC Insight Development Grant to examine involuntary leave policies in the context of mental health challenges, with a focus on the lived experiences of university students. Dr. Goldstein is a Canada Research Chair in the Psychology of Emerging Adulthood and President-Elect of the Society for the Study of Emerging Adulthood. As a clinical psychologist, she has a particular interest in Motivational Interviewing and is a member of the Motivational Interviewing Network of Trainers. She teaches courses on addictive behaviours and supervises master’s and doctoral students with interests in emerging adult mental health and well-being in the Clinical and Counselling Psychology at the Ontario Institute for Studies in Education.
Relevant Publications (student co-authors are underlined)
Cleveland, M. J., & Goldstein, A. L. (2019). Opportunities and challenges for prevention and intervention in emerging adulthood: Introduction to the Special Issue. Prevention Science, 1-4.
Kalb, N., Goldstein, A. L., & Gillis, R. (2018). Drinking to cope with sexual minority stressors: Understanding alcohol use and consequences among LGBQ emerging adults. Journal of Gay & Lesbian Mental Health, 22, 310-326. https://doi.org/10.1080/19359705.2018.1476277.
Goldstein, A. L., Haller, S., Mackinnon, S. P., & Stewart, S. H. (2018). Attachment anxiety and avoidance, emotion dysregulation, interpersonal difficulties, and alcohol problems in emerging adulthood. Addiction Research and Theory, 27, 130-138.
Goldstein, A. L., Brodkin, S., Kofler, D., & Kalb, N. (2017). Understanding the Recovery Model in the context of emerging adulthood. Journal of Recovery in Mental Health, 1, 7-15.
Chloe Hamza, Ph.D.
Assistant Professor and Director of the Coping, Affect and Resiliency in Education (CARE) Lab
Department of Applied Psychology and Human Development
Ontario Institute for Studies in Education
University of Toronto
Dr. Chloe Hamza’s research program focuses on the development of mental health concerns in adolescence and emerging adulthood, particularly self-injurious behaviors (e.g., nonsuicidal self-injury, suicidal behavior). She is interested in identifying risk and protective factors for self-injury among students, as well developing best-practice recommendations to assist schools in supporting students who self-injure in a variety of educational contexts, including colleges and universities. She is an invited member of the International Consortium on Self-Injury in Educational Settings (ICSES), which is a group of leading researchers and clinicians committed to developing and disseminating evidence-informed guidelines to support students who self-injure. She also was selected to be a member of the University of Toronto’s Presidential & Provostial Task Force on Student Mental Health in 2019, tasked with making recommendations to improve mental health service delivery on campus. As an instructor, she currently teaches graduate courses on mental health in the classroom, and adolescent and emerging mental health at the Ontario Institute for Studies in Education.
Lewis, S. P. Hasking, P. A., Heath, N. L., Hamza, C. A., Bloom, E., Lloyd-Richardson, E. E., & Whitlock, J. (2019). Advocating for best-practices to address nonsuicidal self-injury in schools. Psychological Services. Advanced online publication: doi:10.1037/ser0000352.
Ewing, A., Hamza, C. A., & Willoughby, T. (2019). Stressful experiences, emotion dysregulation, and nonsuicidal self-injury among emerging adults. Journal of Youth and Adolescence, 48, 1379-1389.
Hamza, C. A., & Heath, N. L. (2018). Nonsuicidal self-injury: What schools can do?. In A. W. Leschied, D. H. Saklofske & G. L. Flett (Eds.) The Handbook of School-based Mental Health Promotion: An Evidence Informed Framework for Implementation. Springer International Publishing AG, Cham.
Hamza, C. A., & Willoughby T. (2018). A lab-based study on nonsuicidal self-injury, pain, and emotions among university students. Psychiatry Research, 28, 462-468.
Hamza, C. A., & Willoughby, T. (2016). Nonsuicidal self-injury and suicidal risk among emerging adults. Journal of Adolescent Health, 59, 411-415.