Nancy Heath

Title: 
Dr.
Academic title(s): 

James McGill Professor
Associate Dean, Research and Graduate Studies

Team Director of the Development and Intrapersonal Resilience Research (DAIR) Team

Research Partner, Centre of Excellence for Mental Health (CEMH), Lester B. Pearson School Board
Co-founder, Co-director of Self-Injury Outreach and Support (SiOS)
Associate Member, Institute for Human Development and Well-Being (IHDW)

Contact Information
Email address: 
nancy.heath [at] mcgill.ca
Phone: 
514-398-3303
Department: 
Department of Educational and Counselling Psychology
Degree(s): 

Ph.D., University of Toronto
M.Ed., University of Ottawa
B.A., McGill University

Research areas: 
Enhancing mental health resilience
Non-suicidal self-injury
Current research: 

Our research team is committed to conducting both applied and basic research addressing issues of mental health resilience in students of all ages. We focus on issues related to mental health in elementary, secondary, post-secondary educational settings; examining emotion regulatory difficulties, stress, coping, mindfulness and non-suicidal self-injury. We are very committed to outreach and support of youth/young adults who are struggling. To this end our team provides workshops and online outreach and training around issues related to students’ mental health and wellness at every age. We commonly use participatory action research approaches, working together as equals with community-based partners and those with lived experience of mental health challenges and/or self-injury. 

Recent Research Grants

Hamza, C. (PI), Goldstein, A., & Heath, N. L. Emotional cascades and non-suicidal self-injury among undergraduate students: How do we disrupt the cycle? Canadian Institute of Health Research. Project Grant 2018-2020 

Lewis, S. P.(PI), Heath, N. L., & Whitley, R. Participatory video as a method and means of voice and advocacy in the context of self-injury. Social Sciences and Humanities Research Council. Insight Development Grant 2018-2020

Hamza, C. A. (PI), Goldstein, A., & Heath, N. L. A longitudinal examination of the associations among recent stressful life events, emotional reactivity, and nonsuicidal self-injury among university students. Social Sciences and Humanities Research Council. Insight Development Grant 2018-2020

Heath, N. L. (PI) et al. Peer versus professional video outreach to enhance mental health resilience in university students. Canadian Institute of Health Research. Strategy for Patient-Oriented Research (SPOR) Grant 2018-2020

2016-2023. James McGill Professorship Award, McGill University Research Award

Bloom, E., Heath, N. L., Sullivan, S., Mettler, J., & Carsley, D. A multi-level emotion regulation classroom program to support student learning & well-being. Ministère de l'Éducation et de L’Enseignement Supérieur (MEES). Action Research 2017-2019

Heath, N. L (PI). & Bloom, E. Mindfulness and school adjustment in adolescence. Social Sciences and Humanities Research Council. Insight Development Grant 2016-2019

Rogers, M. (PI), Heath, N. L., & DuPaul, G. Attention Deficit Hyperactivity Disorder (ADHD) and academic functioning in university students: An investigation of risk and protective factors. Social Sciences and Humanities Research Council. Insight Development Program 2016-2018

 

 

 

 

 

 

 

 

 

Graduate supervision: 

Dr. Heath is currently not accepting graduate students that have not already been working with her team. 

Supervision Style

I have supervised over 80 graduate students in the 25 years I have been at McGill. Some enter the program planning to be practitioners (school psychologists, educational consultants, policy makers, community leaders/advocates) and others plan to pursue an academic/research career. I try to keep the individual student's ultimate career goals in mind and tailor the student's experience with the team to allow them to graduate with the best possible Curriculum Vitae to meet their goals while maximizing their chances to obtain funding.

The exceptional track record of my graduate students is indicative of the success of our team model in providing support. My students are consistently top ranked within the department for their research productivity and department citizenship.

My team is research intensive, so all of my students are closely involved in a variety of research projects. 

I believe that the student-supervisor relationship is really about a personality and work style match. My strengths are that I enjoy my students and love to discuss all kinds of things with them. I devote energy to mentoring my students in both their research and professional development, so that they succeed remarkably well in obtaining scholarships, fellowships, field experience and employment.

As a university administrator, researcher and professor who is also happily married, the mother of two, and the owner of two beloved elderly sickly cats : ) , I have a life outside academia (!), and understand that my students do as well. I encourage students to be honest about their life demands so that we can plan a successful graduate career that allows them to balance academic and other life demands in a realistic manner.The challenges students face in working with me include my intensive work habits, tight deadlines and high expectations. I have high standards and expect my students to meet them. Of all my students, those who have the most positive experience working with me, are those who have a genuine interest in our areas of research, and enjoy working independently and taking initiative. As our team takes a collaborative approach to research, anyone interested in working with us should be willing to actively engage in discussions and activities that may address any one of the projects underway by the team (not solely in their focus area) and have good interpersonal skills. All students need to be respectful and welcoming of diversity as intolerance of difference is not permitted. Our team is a strong supportive community and all members must be willing to work together!

 

Selected publications: 

Selected Recent Publications

*indicates a student

Lewis, S. P.,Heath, N. L., Hasking, P. A., Whitlock, J. L., Wilson, M. S., & Plener, P.L . (in press). Addressing self-injury on college campuses: Institutional recommendations. Journal of College Counselling.

Carsley, D.*, & Heath, N. L. (2018). Effectiveness of mindfulness-based colouring for test anxiety in adolescents. School Psychology International,39(3), 251-272. doi: 10.1177/0143034318773523

Carsley, D.*, & Heath, N. L. (2018). Evaluating the effectiveness of a mindfulness coloring activity for test anxiety in children.The Journal of Educational Research.doi: 10.1080/00220671.2018.1448749

De Riggi, M. E.*, Lewis, S.P., & Heath, N. L. (2018). Non-suicidal self-injury in adolescence: Turning to the Internet for support. Counselling Psychology Quarterly, 1-9. doi: doi:10.1080/09515070.2018.1427556

Mettler, J., Mills, D. J., & Heath, N. L. (2018). Problematic gaming and subjective well-being: How does mindfulness play a role?International Journal of Mental Health and Addiction.

Mills, D. J.*, Milyavskaya, M., Mettler, J.*, & Heath, N. L. (2018).Exploring the pull and push underlying problem video game use: A Self-Determination Theory approach. Personality and Individual Differences, 135, 176–181. doi: 10.1016/j.paid.2018.07.007

Mills, D. J.*, Milyavskaya, M., Mettler, J.*, Derevensky, J., & Heath, N. L. (2018). How do passion for video games and needs frustration explain time spent gaming? British Journal of Social Psychology

Rogers, M., Hickey, A. J., Wiener, J., & Heath, N. L. (2018). Factor structure, reliability, and validity of the Parental Support for Learning Scale: Adolescent Short Form (PSLS-AS). Learning Environments Research.

Oram, R., Ryan, J., Rogers, M., & Heath, N. L. (2018). Emotion regulation and academic perceptions in adolescence.Emotional and Behavioural Difficulties.

Argento, A., Mills, D. J.*, Carmichael, V., Mettler, J.*, & Heath, N. L. (2017). Gamers and video game users: What’s the difference? Journal of Interpersonal Relations, Intergroup Relations and Identity, 10,58- 68.

Carsley, D.*,Khoury, B., & Heath N. L. (2017). Effectiveness of mindfulness interventions for mental health in school: A comprehensive meta-analysis.Mindfulness.doi: 10.1007/s12671-017-0839-2

Carsley, D.*, Mettler, J.*, Shapiro, A. J.*, Mills, D. J.*, Bloom, E. L., & Heath, N. L. (2017). Evaluation of an educator-delivered school-based stress management program for adolescents.Learning Landscapes, 10(2), 73-89.

Emery, A. A., Heath, N. L., Rogers, M. (2017). Parents’ role in early adolescent self-injury: An application of self-determination theory. School Psychology Quarterly. 32(2) 199-211.

Mettler, J.*, Carsley, D.*, Joly, M.*, & Heath, N. L. (2017). Dispositional mindfulness and adjustment to university. Journal of College Student Retention: Research, Theory & Practice.

Mills, D. J.*, Milyavskaya, M., Derevensky, J., & Heath, N. L. (2017). Gaming motivation and problematic gaming: The role of needs frustration.European Journal of Social Psychology, 48(4), 551-559.

Carsley, D.*, Heath, N. L., Gomez-Garibello, C., & Mills, D. J.* (2016). The importance mindfulness in explaining the relationship between adolescents’ anxiety and dropout intentions.School Mental Health, 9,78-86. doi:10.1007/s12310-016-9196-x

De Riggi, M.E.*, Moumne, S.*, Heath, N. L., & Lewis, S. P. (2016). Non-suicidal self-injury in our schools: A review and research-informed guidelines for school mental health professionals.Canadian Journal of School Psychology,1-22.

Emery, A. A.*, Heath, N. L., & Mills, D. J.* (2016). Basic psychological need satisfaction, emotion dysregulation, and non-suicidal self-injury engagement in young adults: An application of Self-Determination Theory. Journal of Youth and Adolescence, 45(3), 612–623. doi:10.1007/s10964-015-0405-y

Emery, A. A.*, Heath, N. L., & Mills, D. J.* (2016). The role of basic need satisfaction in the onset, maintenance, and cessation of non-suicidal self-injury: An application of Self-Determination Theory. Archives of Suicide Research, 1-12.

Gholamrezaei, M.*, Heath, N. L., & Panaghi, L. (2016). Non-suicidal self-injury in a sample of university students in Tehran, Iran: Prevalence, characteristics, and risk factors.International Journal of Culture and Mental Health. Published online. doi: org/10.1080/17542863.2016.1265999

Hasking, P. A., Heath, N. L., Kaess, M., Lewis, S. P., Plener, P. L., Walsh, B. W., Whitlock, J., & Wilson, M. S. (2016). Position paper for guiding response to non-suicidal self-injury in schools. School Psychology International, 37(6), 644-663.

Heath, N. L., Carsley, D.*, De Riggi, M. E.*, Mills, D. J.*, & Mettler, J.* (2016). The relationship between mindfulness, depressive symptoms and non-suicidal self-injury amongst adolescents.Archives of Suicide Research,20(4), 635-649. doi:10.80/13811118.2016.1162243.

Heath, N. L., Joly, M.*, & Carsley, D.* (2016). Coping self-efficacy and mindfulness in non-suicidal self-injury.Mindfulness, 7(5),1132-1141.doi:10.1007/s12671-016-0555-3.

Mills, D. J.*, Mettler, J.*, Sornberger, M. J., Heath, N. L. (2016). Adolescent problematic gaming and domain-specific perceptions of self.International Journal of Cyber Behavior, Psychology and Learning.

Shapiro, A.*, Heath, N. L., & Carsley, D.* (2016). Pilot evaluation of the feasibility and acceptability of StressOFF Strategies: A single session school-based stress management program for adolescents. Advances in School Mental Health Promotion, 9(1), 12-28.doi: 10.1080/1754730X.2015.1110494

 

Selected talks and presentations: 

*indicates student

Heath, N. L., & Carsley, D.(2018, August).Mindfulness for maximizing potential and managing stress in leadership contexts.Workshop presented to the Eastern Townships School Board Management Team, Eastern Townships School Board (ETSB), Magog, QC.

Simundic, A.*, Etoubashi, N.*, De Riggi, M. E.*, Argento, A.*, & Heath, N. L. (2018, August).Coping self-efficacy and perceived stress as predictors of non-suicidal self-injury. Poster session presented at the 126th Annual American Psychological Association (APA) Convention, San Francisco, California, USA

De Riggi, M.*, Argento, A.*, Heath, N. L., & Lewis, S. (2018, July).Helping school administrators respond to non-suicidal self-injury: Best practice guidelines.Professional development workshop presented to school administrators attending the English Association of Administrators of Western Quebec (EAAWQ) Summer Institute on Mental Health at Calabogie Peaks Resort in Calabogie, On.

Argento, A.*,Mills, D. J.*, Mettler, J.*, & Heath, N. L. (2018, June).Identifying gamers and video game users.Poster session presented at the annual convention of the Canadian Psychological Association’s (CPA) International Congress of Applied Psychology (ICAP), Montreal, QC.

Carsley, D.*,Heath, N. L., & Argento A.* (2018, June).The role of mindfulness colouring, gender, and dispositional mindfulness on high school students’ experiences of test anxiety and state mindfulness. Poster session presented at the annual convention of the Canadian Psychological Association’s (CPA) International Congress of Applied Psychology (ICAP), Montreal, QC.

Carsley, D.*,Khoury, B., & Heath, N. L. (2018, June).A comprehensive meta-analysis of school-based mindfulness interventions for children and adolescents: Contribution of individual differences and intervention characteristics.GIMME-5 spoken presentation session presented at the annual convention of the Canadian Psychological Association’s (CPA) International Congress of Applied Psychology (ICAP), Montreal, QC.

De Riggi, M.E.*, Heath, N. L., & Lewis, S. P. (2018, June).Adolescent nonsuicidal self-injury: Seeking support online. Poster presented at the International Congress of Applied Psychology,ICAP, Montreal, Quebec.

Etoubashi, N.*, Boke, B.N.*,Mettler, J.*,& Heath, N. L. (2018, June).Role of Discipline, Gender, and Unhealthy Behaviours in University Student Stress. Poster presented at the annual convention of the Canadian Psychological Association’s (CPA) International Congress of Applied Psychology (ICAP), Montreal, QC.

Golt, R.*,Carsley, D.*,Böke, N.*, & Heath, N. L. (2018, June).An Evaluation of Stronger Than Stigma: A student run mental health group for university students. Poster presented at the annual convention of the Canadian Psychological Association’s (CPA) International Congress of Applied Psychology (ICAP), Montreal, QC.

Simundic, A.*, Böke, B. N., & Heath, N. L. (2018, June).Role of coping self-efficacy in first and final year university students’ healthy and unhealthy behaviours.Poster presented at the annual convention of the Canadian Psychological Association’s (CPA) International Congress of Applied Psychology (ICAP), Montreal, QC.

Argento, A.*, Mettler, J.*, & Heath, N. L.(2018, May).The role of stress and dispositional mindfulness in non-suicidal self-injury. Poster session presented at the Canadian Positive Psychology Association’s Canadian Conference on Positive Psychology, Toronto, ON.

Argento, A.*, Mettler, J.*, & Heath, N. L.(2018, May).The role of stress and dispositional mindfulness in non-suicidal self-injury.FAST-5 paper presentation presented at the Canadian Positive Psychology Association’s Canadian Scientific Meeting on Wellbeing, Toronto, ON.

Argento, A.*, Etoubashi, N.*,Carsley, D.*,& Heath, N. L. (2018, May).Les bienfaits du coloriage structure de mandalas pour l’anxiété reliée aux examens et la pleine conscience chez les adolescents.Poster presented at the annual convention of to the Association Francophone Pour Le savoir (ACFAS) at Université de Québec à Chicoutimi (UQAC), Chicoutimi, QC.

Boke B. N.*, Mettler, J.*, Etoubashi, N.*, Simundic, A.*, Heath, N. L. (2018, May).The role of loneliness in substance-use coping among emerging adults.Paper presentation presented at the Society for the Study of Emerging Adulthood Thematic Conference, Cluj-Napoca, Romania.

Carsley, D.*,& Heath, N. L. (2018, May).Mindfulness for maximizing potential and managing stress in leadership contexts.Workshop presented to the Leadership Committee for English Education in Quebec (LCEEQ), Lester B. Pearson School Board, Montreal, QC.

Etoubashi, N.*, Argento, A.*, Golt, R.*,Carsley, D.*,& Heath, N. L. (2018, May).Évaluation de « Stronger than Stigma(STS) », un groupe de santé mentale dirigé par des étudiants.Poster session presented at the annual convention of to the Association Francophone Pour Le savoir (ACFAS) at Université de Québec à Chicoutimi (UQAC), Chicoutimi, QC.

Sadowski, I.*,Carsley, D.*,Montoro, R., Miller, S., & Heath, N. L. (2018, May).Feasibility, acceptability and effectiveness of a brief mindfulness workshop for medical residents. Poster session presented at the annual convention of the Canadian Positive Psychology Association, Toronto, ON.

Carsley, D.*,Mettler, J.*, & Heath, N. L. (2018, April).Mindfulness in schools: Enhancing well-being for you and your students.Workshop presented at Journey’s End – Journey’s Start, the annual professional development day for graduating students, McGill University, Montreal, QC.

Argento, A.*,Mettler, J.*, & Heath, N. L. (2018, April).Mindfulness, stress, and non-suicidal self-injury in university students. Paper presentation presented at the 3rd Annual Human Development Conference at McGill University, Montreal, Qc.

Carsley, D.*,Heath, N. L., & Argento, A.* (2018, April).Do mindfulness-based colouring and dispositional mindfulness contribute to changes in high school students’ test anxiety and state mindfulness?Poster session presented at the annual Human Development Conference, Montreal, QC.

Etoubashi, N.*, Böke, B. N.*, Mettler, J.*, & Heath, N. L. (2018, April).Stress, Gender, Discipline, and Unhealthy Behaviours in University Students.Poster session presented at McGill’s 3rd Annual Human Development Student Research Conference, Montreal, QC, Canada.

Mettler, J.*, Stern, M.*, & Heath, N. (2018, April).Does NSSI Engagement Impact Regulation and Coping for Positive and Negative Emotions? Poster presented at the Human Development Conference, Montreal, Qc.

Sadowski, I.*,Carsley, D.*,Montoro, R., Miller, S., & Heath, N. L. (2018, April).Evaluation of a brief mindfulness workshop for medical residents.Poster session presented at the Annual Human Development Conference, Montreal, QC.

Simundic, A.*,Etoubashi, N.*, De Riggi, M. E.*, Argento, A.*, & Heath, N. L. (2018, April).Predictors of non-suicidal self-injury: Perceived stress and coping self-efficacy.Poster session presented at McGill’s 3rd Annual Human Development Student Research Conference, Montreal, QC, Canada.

Argento, A.*,Boke, N.*, Simundic, A.*, & Heath, N. L.(2018, March).Perceived stress and coping patterns in university students. FAST-5 oral presentation presented at the 16th Annual Education Graduate Student Society Conference at McGill University, Montreal, QC.

Etoubashi, N.*, Boke, B.N.*, Zito, S.**,& Heath, N. L. (2018, March).Going to the source:Pre-service teachers’ specific stressors, needs, and coping strategies.Poster session presented at the 17th Annual Education Graduate Students’ Society Conference, Montreal, Quebec, Canada.

Mettler, J.*,Carsley, D.*,Böke, N.*, & Heath, N. L. (2018, March).McGill’s national initiative: Enhancing teachers’ mental health & well-being. Workshop presented at the Grandes Rencontres Annual Meeting, Montreal, QC.

Carsley, D.*,Heath, N. L., & Miller, S. (2018, January).Mindfulness for medical and dental students: Reducing stress and enhancing performance. Workshop presented for medical and dental students in the Faculty of Medicine, McGill University, Montreal, QC.