University of Calgary

Emma Climie

  • Associate Professor

Currently Teaching

Not currently teaching any courses.
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Profile

Dr. Emma Climie first became interested in child development during her undergraduate work at the University of Victoria. She moved to Calgary to complete her Master's degree in Cognition and Cognitive Development in the Department of Psychology at the University of Calgary before moving into the School and Applied Child Psychology program for her Doctoral work. She joined the Werklund School of Education as an Assistant Professor in 2011 and completed her R.Psych registration with the College of Alberta Psychologists in 2013.  She is now an Associate Professor.

Dr. Climie is the director of the Strengths in ADHD research lab (www.ucalgary.ca/adhdkids) and the Lead Researcher for the Carlson Family Research award in ADHD.  She takes a strengths-based approach to working with children and believes that all children have areas of ability that can be used to support areas of difficulty. 

Dr. Climie typically supervises graduate and undergraduate students who have an interest in understanding children from a strengths-based perspective, ideally with a focus on children with ADHD.  She takes new graduate students most years and expects these students to join the collaborative work ongoing in the lab.

Education

PhD - School and Applied Child Psychology (2012)
University of Calgary

MSc - Cognition and Cognitive Development (2008)
University of Calgary

BA (Hons) - Psychology (2004)
University of Victoria

Research & Scholarly Activity

RESEARCH

Dr. Climie is the principal investigator of the Strengths in ADHD research lab.  Her research focuses on children with Attention-Deficit/Hyperactivity Disorder (ADHD), resilience, children's mental health and mental well-being, school-based intervention, and strengths-based assessment. In particular, she is interested in better understanding the areas in which children are successful and using these areas of strength to support areas of deficit. 

CURRENT PROJECTS:

The Knowledge and Stigma project examines the levels of ADHD knowledge of parents, children, and other professionals as well as perceived stigma associated with the disorder.  Specifically, we are interested in understanding how knowledge and stigma may impact social-emotional wellbeing, bullying/victimization, and classroom performance.  This project is funded by a SSHRC Insight Development Grant.

Changing Stigma in ADHD: This project builds from the Knowledge and Stigma project, where we are now looking at ways in which we may impact perceptions of stigma for those with ADHD.  More specifically, we are interested in exploring aspects of internal and external stigma and determining the impact of experience (i.e., knowing someone with ADHD) and education (i.e., having a better understanding of the disorder) on stigma reduction.

Cognitive Development in ADHD: This project explores factors related to the development of cognition in children with ADHD, including theory of mind, executive function, emotional intelligence, social skills, and other social-emotional well-being indicators.  We are interested in better understanding the development of key cognitive factors that may promote social and emotional success.

Supporting University Students with ADHD: The Strengths in ADHD research group runs a 6-week workshop aimed at first and second year undergraduate students with ADHD.  This workshop brings together students with ADHD to discuss strategies for success at the university level as well as to create connections between students.

PREVIOUS WORK:

The Strengths project examines the abilities of children with ADHD, focusing on factors that promote positive outcomes and allow these children to be successful at home, at school, and with peers.  This large scale project includes children and families with ADHD and is supported by ACCFCR.

The SPARK for Learning project examines the impact of daily physical exercise on the cognitive, behavioural, and social-emotional well-being of children with ADHD and/or learning disabilities.  This project incorporates school-based intervention and is supported by AACES.

GRADUATE CERTIFICATE PROGRAMS

Dr. Climie is also the academic coordinator for two graduate-level certificate programs:

Grants & Awards

Current:

Carlson Family Research Award in ADHD

Teaching and Learning Grant, University of Calgary: Networked and neurodiverse strategies for teaching performance creation online ($7,499) – (collaborator, with P. Hansen [PI] and L. Radford); March 2020-September 2021

SSHRC Insight Development Grant: Strength and Stigma in Individuals with ADHD ($64,224) – July 2018-June 2021 (Primary Investigator, with co-PI Dr. Alan McLuckie and collaborators G. Dimitropoulos, J. Landine, & R. Schachar)

Werklund School of Education Community Engagement Grant – University of Calgary: The Impact of Summer Camp on Self-Esteem and Social Competence in Children with ADHD ($3000) – July 2019-August 2020 (Primary Investigator)

University Research Grants Committee - University of Calgary: Social Cognition in Children with Attention-Deficit/Hyperactivity Disorder ($14,814) – March 2018-August 2019 (Primary Investigator)

Alberta Advisory Committee for Educational Studies (AACES): Teacher Strengths: Understanding Psychological Attributes and Skills in Teachers ($5,650) – May 2017-December 2020 (Primary Investigator)

Campus Mental Health Strategy Grant, University of Calgary: ADHD Skills: Building Capacity in Students with ADHD ($9,350) – September 2017-December 2020 (Primary Investigator)

Publications

RECENT PAPERS 

Flanigan, L.K., & Climie, E.A. (accepted; online first). A Review of School-Based Interventions to Reduce Stigma towards Schizophrenia.  Psychiatric Quarterly. http://link.springer.com/article/10.1007/s11126-020-09765-y

Taylor, L, Climie, E.A., & Yue, M. (2020). The role of parental stress and disease knowledge on incidences of bullying among children with inattention and hyperactivity. Children’s Health Care, 49(1), 20-39. https://www.tandfonline.com/doi/full/10.1080/02739615.2018.1545580

Hai, T., Duffy, H., Lemay, J.F., Swansburg, R., Climie, E.A., & MacMaster, F.P. (2020). Neurochemical Correlates of Executive Function in Children with Attention-Deficit/Hyperactivity Disorder. Journal of Canadian Academy of Child & Adolescent Psychiatry, 29(1), 15-25. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7065568/

Climie, E.A., Saklofske, D.H., Mastoras, S.M., & Schwean, V.L. (2019). Trait and ability emotional intelligence in children with ADHD. Journal of Attention Disorders, 23 (13), 1667-1674. http://journals.sagepub.com/eprint/iry6Wi4KfPzgyVbwQxFM/full

Henley, L., & Climie, E.A. (2018). Canadian parents and children’s knowledge of ADHD: Comparing an ADHD and control sample. Vulnerable Children and Youth Studies, 13(3), 266-275. https://www.tandfonline.com/doi/full/10.1080/17450128.2018.1484975

Flanigan, L., & Climie, E.A., (2018). Teachers’ Knowledge of ADHD: Review and Recommendations. Emerging Perspectives: Interdisciplinary Graduate Research in Education and Psychology, 2(1), 1-13. https://journalhosting.ucalgary.ca/index.php/ep/article/view/42922

McCrimmon, A.W., Climie, E.A., & Hyunh, S. (2018). The relation between emotional intelligence and resilience in at-risk populations. Developmental Neurorehabilitation, 21 (5), 326-335. https://www.ncbi.nlm.nih.gov/pubmed/29083944

Mastoras, S.M., Saklofske, D.H., Schwean, V.L., & Climie, E.A. (2018). Social support in children with ADHD: Exploring resilience in an at-risk population. Journal of Attention Disorders, 22(8), 712-723. http://journals.sagepub.com/doi/abs/10.1177/1087054715611491

Climie, E.A., Mah, J.W.T., & Chase, C.(2017).Clinical reasoning in the assessment and intervention planning of Attention-Deficit/Hyperactivity Disorder. Canadian Journal of School Psychology, 32(1), 31-45.

Climie, E. A., & Mitchell, K. (2017). Parent–child relationship and behavior problems in children with ADHD. International Journal of Developmental Disabilities, 63(1), 27-35.

Gray, C., & Climie, E.A. (2016). Children with Attention Deficit/Hyperactivity Disorder and Reading Disability: A review of the efficacy of medication treatments. Frontiers in Psychology, 7, 1-6.

Climie, E.A., & Henley, L. (2016). A Renewed Focus on Strengths-Based Assessment in Schools. British Journal of Special Education 43 (2), 108-121.

Climie, E.A., & Mastoras, S.M. (2015). ADHD in schools: Adopting a strengths-based perspective.  Canadian Psychology 56 (1), 295-300.

Climie, E.A. (2015). Canadian children’s mental health: Building capacity in school-based intervention.  Intervention in School and Clinic, 51(2), 122-125.

 

RECENT CHAPTERS IN BOOKS/ENCYCLOPEDIAS

Climie, E. A., & Flanigan, L. K. (in press). Impulsivity. In B. J. Carducci (Editor-in-Chief) & A. Di Fabio, D. H. Saklofske, & C. Stough (Vol. Eds.),  Wiley-Blackwell encyclopedia of personality and individual differences: Vol. III. Personality processes and individual differences. Hoboken, NJ: John Wiley & Sons.

Gray, C., & Climie, E. A. (in press). Obsessive personality. In B. J. Carducci (Editor-in-Chief) & A. Di Fabio, D. H. Saklofske, & C. Stough (Vol. Eds.),  Wiley-Blackwell encyclopedia of personality and individual differences: Vol. III. Personality processes and individual differences. Hoboken, NJ: John Wiley & Sons.

Henley, L., & Climie, E. A. (in press). Compulsive personality. In B. J. Carducci (Editor-in-Chief) & A. Di Fabio, D. H. Saklofske, & C. Stough (Vol. Eds.),  Wiley-Blackwell encyclopedia of personality and individual differences: Vol. III. Personality processes and individual differences. Hoboken, NJ: John Wiley & Sons.

Winterflood, H., & Climie, E. A. (in press). Learned helplessness. In B. J. Carducci (Editor-in-Chief) & A. Di Fabio, D. H. Saklofske, & C. Stough (Vol. Eds.),  Wiley-Blackwell encyclopedia of personality and individual differences: Vol. III. Personality processes and individual differences. Hoboken, NJ: John Wiley & Sons.

Climie, E. A., & Yue, M. (in press). Altruism. In B. J. Carducci (Editor-in-Chief) & A. Di Fabio, D. H. Saklofske, & C. Stough (Vol. Eds.), Wiley-Blackwell encyclopedia of personality and individual differences: Vol. III. Personality processes and individual differences. Hoboken, NJ: John Wiley & Sons.

Flanigan L., Climie E.A., Gray C., Conde C.F. (2019). ADHD in Individuals with Intellectual Disability. In: Matson J. (eds) Handbook of Intellectual Disabilities. Autism and Child Psychopathology Series. pp. 917-936. Springer, Cham. https://doi.org/10.1007/978-3-030-20843-1_48

Montgomery, J., McCrimmon, A., Climie, E.A., & Ward, M. (2018). Emotional Intelligence in Atypical Populations: Research and School-Based Interventions. In Emotional Intelligence in Education (pp. 243-287). Springer, New York: NY.

Climie, E.A. & Deen, M. (2015).  “SPARK for Learning”: Using School-Based Interventions to Build Resilience in At-Risk Youth.  In S. Prince-Embry & D.H. Saklofske (Eds.). Resilience Enhancement: a Casebook of Interventions from Diverse Perspectives (pp. 397-421). Springer, New York: NY.

McCrimmon, A.W., Climie, E.A., & Saklofske, D.H. (2015). Intelligence: Assessments of. In: James D. Wright (editor-in-chief), International Encyclopedia of the Social & Behavioral Sciences, 2nd edition, 12. Oxford: Elsevier. pp. 283–289.

Climie, E.A., Mastoras, S. M., McCrimmon, A.W. & Schwean, V.L. (2013).  Resilience in Childhood Disorders.  In S. Prince-Embry & D.H. Saklofske (Eds.). Translating Resiliency Theory for Children, Adolescents and Adults pp. 113-138. Springer, New York: NY.

Professional & Community Affiliations

Dr. Climie is a member of a number of professional organizations associated with psychology, child development, school psychology, and ADHD.

  • College of Alberta Psychologists (CAP)
  • Canadian Psychological Association (CPA)
  • National Association of School Psychologists (NASP)
  • Canadian ADHD Resource Alliance (CADDRA)
  • Psychologists' Association of Alberta (PAA)
  • Learning Disabilities Association of Alberta (LDAA)

Media Work

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