Relevant Degree Programs
Affiliations to Research Centres, Institutes & Clusters
Complete these steps before you reach out to a faculty member!
- Familiarize yourself with program requirements. You want to learn as much as possible from the information available to you before you reach out to a faculty member. Be sure to visit the graduate degree program listing and program-specific websites.
- Check whether the program requires you to seek commitment from a supervisor prior to submitting an application. For some programs this is an essential step while others match successful applicants with faculty members within the first year of study. This is either indicated in the program profile under "Admission Information & Requirements" - "Prepare Application" - "Supervision" or on the program website.
- Identify specific faculty members who are conducting research in your specific area of interest.
- Establish that your research interests align with the faculty member’s research interests.
- Read up on the faculty members in the program and the research being conducted in the department.
- Familiarize yourself with their work, read their recent publications and past theses/dissertations that they supervised. Be certain that their research is indeed what you are hoping to study.
- Compose an error-free and grammatically correct email addressed to your specifically targeted faculty member, and remember to use their correct titles.
- Do not send non-specific, mass emails to everyone in the department hoping for a match.
- Address the faculty members by name. Your contact should be genuine rather than generic.
- Include a brief outline of your academic background, why you are interested in working with the faculty member, and what experience you could bring to the department. The supervision enquiry form guides you with targeted questions. Ensure to craft compelling answers to these questions.
- Highlight your achievements and why you are a top student. Faculty members receive dozens of requests from prospective students and you may have less than 30 seconds to pique someone’s interest.
- Demonstrate that you are familiar with their research:
- Convey the specific ways you are a good fit for the program.
- Convey the specific ways the program/lab/faculty member is a good fit for the research you are interested in/already conducting.
- Be enthusiastic, but don’t overdo it.
G+PS regularly provides virtual sessions that focus on admission requirements and procedures and tips how to improve your application.
Graduate Student Supervision
Master's Student Supervision (2010 - 2020)
Introduction: Transgender and gender nonconforming (TGNC) young people are vulnerable to a range of negative health outcomes (Reisner, Vetters, et al., 2015; Rider et al, 2018). Additionally, our health systems are recognized as contributing to gendered health inequities (Payne, 2009). It is important that we understand the health outcomes and needs of TGNC young people, if we are to ensure delivery of effective integrated youth mental health services to this vulnerable population. Objectives: The study compared rates of mental health distress between TGNC and cisgender youth and sought to understand how TGNC youth experience mental health services. Methods: Adopting an intersectional framework, I used a mixed-methods, sequential explanatory approach. I conducted a secondary analysis of data of youth accessing a network of BC community health centers. I analyzed the difference in rates of mental health distress between TGNC and cisgender youth using a two-sample t-test. Next, I used stratified simple linear regression to test the association of race with TGNC identity and mental health distress. Finally, I conducted interviews with a purposive sample of TGNC young people to understand their experiences using mental health services. Qualitative data were analysed using qualitative description with overtones of constructivist grounded theory. Results: The quantitative sample (n=727) had a mean age of 21 years (SD=2), 48% were non-white, 51% were white and 77% were from Metro Vancouver. Compared to cisgender youth, TGNC youth reported significantly higher levels of mental health distress. TGNC youth were more distressed than cisgender youth across both race strata but non-white TGNC youth were not more distressed than white TGNC youth. From the qualitative sample (n=5), TGNC participants revealed themes of upsetting interactions with health providers, barriers and facilitators to services, and their experiences of the gender binary as a form of tyranny. They provided simple, practical advice on how to better support and affirm TGNC young people accessing care. Conclusions: The findings from this study emphasize the need for increased education and understanding of TGNC concepts and health concerns as well as on promoting intersectoral collaboration of social service organizations beyond simply health care.
- Foundry: Early learnings from the implementation of an integrated youth service network (2021)
Early Intervention in Psychiatry,
- Health provider and service-user experiences of sensory modulation rooms in an acute inpatient psychiatry setting (2019)
- Understanding the mental health and recovery needs of Canadian youth with mental health disorders: a Strategy for Patient-Oriented Research (SPOR) collaboration protocol (2019)
International Journal of Mental Health Systems, 13 (1)
- Emerging Guidelines for Patient Engagement in Research (2017)
Value in Health, 20 (3), 481-486
- A Mixed Methods Study of Recently Homeless Youth Efforts to Sustain Housing and Stability (2016)
Child and Adolescent Social Work Journal, 33 (3), 207-218
- An Analysis of Altmetrics in Emergency Medicine (2016)
Academic Emergency Medicine, 23 (3), 251-265
- Creating an inclusive mall environment with the PRECEDE-PROCEED model: a living lab case study (2016)
Disability and Rehabilitation, , 1-9
- Employment and education as targets for recovery in mental health care (2016)
Occupational Therapy Now,
- How have research questions and methods used in clinical trials published in Clinical Rehabilitation changed over the last 30 years? (2016)
Clinical Rehabilitation, 30 (9), 847-864
- The application of Rasch measurement theory to psychiatric clinical outcomes research: Commentary on ⋯ Screening for depression in primary care (2016)
Psychiatrist, 40 (5), 243-244
- An exploration of canadian emergency physicians’ and residents’ knowledge of computed tomography radiation dosing and risk (2015)
Canadian Journal of Emergency Medicine, 17 (2), 131-139
- Emotional vitality in caregivers: Application of Rasch Measurement Theory with secondary data to development and test a new measure (2015)
Clinical Rehabilitation, 29 (7), 705-716
- Expectant parents ' understanding of the implications and management of fever in the neonate (2015)
PLoS ONE, 10 (4)
- In reply (2015)
Academic Emergency Medicine, 22 (2), 246-247
- Readability assessment of psychiatry journals (2015)
European Science Editing, 41 (1), 3-9
- The economic and societal benefits of adult cochlear implant implantation: A pilot exploratory study (2015)
Cochlear Implants International, 16 (4), 181-185
- Validation of the Brief Version of the Recovery Self-Assessment (RSA-B) Using Rasch Measurement Theory (2015)
Psychiatric Rehabilitation Journal, 38 (4), 349-358
- What is mental health? Evidence towards a new definition from a mixed methods multidisciplinary international survey (2015)
BMJ Open, 5 (6)
- Emotional vitality in family caregivers: content validation of a theoretical framework (2014)
Quality of Life Research, 23 (10), 2865-2872
- Measuring the bright side of being blue: A new tool for assessing analytical rumination in depression (2014)
PLoS ONE, 9 (11)
- Operationalize the inclusion in the innovative projects. the experience of « MALL » from the standpoint of the international classification of functioning | Opérationnaliser l'inclusion dans les projets innovants. L'expérience du « MALL » à l'aune de la c (2014)
Alter, 8 (3), 158-169
- Point-of-care ultrasonography for the diagnosis of acute cardiogenic pulmonary edema in patients presenting with acute dyspnea: a systematic review and meta-analysis. (2014)
Academic emergency medicine : official journal of the Society for Academic Emergency Medicine, 21 (8), 843-852
- Testing a modification of cognitive adaptation training: Streamlining the model for broader implementation (2014)
Schizophrenia Research, 156 (1), 46-50
- Emotional vitality: Concept of importance for rehabilitation (2013)
Archives of Physical Medicine and Rehabilitation, 94 (8), 1547-1554
- When is a research question not a research question? (2013)
Journal of Rehabilitation Medicine, 45 (6), 513-518
- Test Position and Hip Strength in Healthy Adults and People With Chronic Stroke (2008)
Archives of Physical Medicine and Rehabilitation, 89 (4), 784-787