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 info@bp-net.ca.


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

http://chloehamza.com | chloe.hamza@utoronto.ca | 416-978-1059

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.

Relevant Publications

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.