I have a Ph.D. and M.A. from York University in Clinical Development Psychology (2014), and a Honours B.A. from McMaster University in Psychology (2006)


Kinark Child and Family Services - York Region (Current)

I currently work as a Clinical Psychologist in the Community Mental Health program at Kinark Child and Family Services. At Kinark, I work with children and teenagers who present with complex needs, as well as their families. I conduct comprehensive psychological assessments to inform diagnosis and treatment planning. I also provide evidence-based treatments, primarily Cognitive Behavioural Therapy (CBT) and Dialectical Behaviour Therapy (DBT), to children and teenagers with mood, anxiety, and emotion regulation difficulties. I provide support for their parents and families. In addition, I provide consultation to other professionals within the agency for complex cases (e.g. service delivery, treatment planning, ethical issues), and provide in-service training and education for colleagues on topics related to mental health among children and youth (e.g. suicide assessment and safety planning, Autism Spectrum Disorders).

York Region District School Board

As part of the interdisciplinary Complex Needs Services team of the York Region District School Board I provided psychological services (assessment, consultation, and intervention) for students in grades K-12 with complex profiles including developmental, mental health, and behavioural difficulties.

I helped lead professional development workshops for students, school staff, and Student Services colleagues on topics related to mental health and Autism Spectrum Disorders (ASD).

I was a coordinator of psychological services for the north district of the school board on an interim basis which included supervision for three unregistered Psychology staff; coordination of referrals for Psychological Services in the North Community Education Centre; supporting staff and students during traumatic events and threat assessments within school communities; and collaboration with multi-disciplinary Student Services teams to co-create and co-present professional development activities (e.g. ASD and Sexuality workshops, WIAT training for SERTs).

Holland Bloorview Kids Rehabilitation Hospital

I conducted complex developmental and psychological assessments among children aged 2-18 years old presenting with a range of neurodevelopmental disorders (e.g. cerebral palsy, epilepsy); led a cognitive-behavioural therapy group for children with ASD and comorbid Anxiety; and, provided clinical assessment supervision for Psychology graduate students and Psychometrists.

York University Psychology Clinic

I conducted comprehensive psychological assessments and co-facilitated Coping Cat CBT groups among children and youth aged 9-21 years old; and, provided clinical therapy supervision for Master’s level graduate students.

Lakeridge Health Oshawa

I conducted comprehensive psychological assessments among youth aged 12-15 years old; conducted individual and family therapy with children and youth aged 7 -18 years old; and, conducted milieu therapy and co-facilitated therapy groups in daypatient (IAP) classrooms.

Centre for Addiction and Mental Health – CAMH

I conducted psychoeducational assessments with children and youth aged 7-22 years old; and, co-facilitated two parenting groups (Incredible Years Parenting Program and Autism Spectrum Disorder support group).


From 2006 to 2014, I worked for PREVNet (Promoting Relationships and Eliminating Violence ), a national network of 130 Canadian researchers and 62 youth servicing organizations that strive to stop bullying in Canada and to promote safe and healthy relationships among Canadians.  Part of my role involved consulting with  youth servicing organizations to provide evidence based support in the development and/or evaluation of their programs for children and youth.  The following are several examples:

  • Big Brothers Big Sisters (BBBS): Assessed training of frontline case workers with respect to ensuring child safety and the agency’s duty of care, as well as fostering healthy relationship capacity in children. Co-developed a tool to evaluate case workers’ knowledge of duty of care and promoting healthy relationships with children and youth.
  • The York Centre for Children, Youth, and Families: Conducted an evidence-based content review and developed a pre-post program evaluation framework for a widely implemented school-based bullying intervention program.
  • Family Channel: Developed and completed a pilot research study and report on bystander behaviours during bullying episodes among children and youth aged 8-16 years old.


This is a selected list of publications:

  • Altomare, A. A., McCrimmon, A. W., Cappadocia, M. C., Weiss, J. A., Beran, T. N., & Smith-Demers, A. D. (2017). When Push Comes to Shove: How Are Students With Autism Spectrum Disorder Coping With Bullying? Canadian Journal of School Psychology, 32, 209-227.
  • Yamada, S., Pepler, D., Jiang, D., Cappadocia, M. C., Craig, W. & Connolly, J. (2016). Developmental Trajectories of Adolescent Substance Use. Journal of Child and Adolescent Substance Abuse, 25, 33-48.
  • Weiss, J. A., Cappadocia, M. C., Tint, A., &, Pepler, D. (2015). Bullying Victimization, Parenting Stress, and Anxiety Among Adolescents and Young Adults with Autism Spectrum Disorder. Autism Research, DOI: 10.1002/aur.1488.
  • Schroeder, J. H., Cappadocia, M. C., Bebko, J.M., Pepler, D., & Weiss, J. A. (2014). Shedding Light on a Pervasive Problem: A Review of Research on Bullying Experiences among Children with Autism Spectrum Disorders. Journal of Autism and Developmental Disorders, 44, 1520-1534.
  • Yamada, S., Cappadocia, M. C., & Pepler, D. (2014). Bullying in Graduate Psychology ProgramsTraining and Education in Professional Psychology, 8, 58-67.
  • Cappadocia, M. C., Craig, W., & Pepler, D. (2013). Cyberbullying: Prevalence, Stability, and Risk Factors during Adolescence. Canadian Journal of School Psychology, 28, 171-192.
  • Cappadocia, M. C., Craig, W., & Pepler, D. (2013). Cyberbullying: Prevalence, Stability, and Risk Factors during Adolescence. Canadian Journal of School Psychology, 28(2), 171-192.