Janice Stuart Bio Page | Adler University

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Overview

I work with and mentor students through their practicum process. Since taking on this position it has been my hope to streamline this process for students. It’s a very stressful time for students and streamlining the process as well as providing appropriate messaging and information can better help students to tolerate their own uncertainty and anxiety.

Education

Ph.D., Counselling Psychology, University of Alberta, 2002
M.Ed., Counselling Psychology, University of Alberta, 1998
B.A., Psychology, Simon Fraser University, 1994

Past Experience Highlights

Psychologist, Private Practice (2002 – present): Provide treatment services to adults and adolescents who struggle with a variety of issues including anxiety, trauma, depression, grief and loss, sexual abuse, relationship issues, family of origin issues, stress management, and self-esteem. Treatment modalities include: Cognitive-Behavioral Therapy (CBT), Mindfulness-Based Interventions, Dialectical Behavior Therapy, Eye Movement Desensitization and Reprocessing (EMDR).
Psychologist, Simon Fraser University (2007 – 2014): Provided treatment services to the university student population and support to faculty and staff. Student presenting issues included: depression, anxiety, trauma, eating disorders, bi-polar disorder, relationship issues, grief and loss, sexual orientation, cross-cultural issues, and self-esteem issues. Additional responsibilities included outreach to a variety of campus groups, presentation of workshops, facilitation of a Dialectical Behavior Therapy (DBT) based group and supervision of Master’s level counsellors and Doctoral interns.
Psychologist, Ministry of Children and Family Development (2001 – 2007): Provided assessment and treatment services for youth who suffered from a variety of mental health disorders including mood, anxiety and psychotic disorders. In addition to direct client service, duties included liaising with school counsellors, hospital staff and professionals who provided service through community partnership programs.

Professional Memberships

College of Psychologists of British Columbia, Registration # 1578
British Columbia Psychological Association, Membership # 1525

Select Publications

Paulson, B. L., Everall, R. D., &, Stuart, J. (2001). Client perceptions of hindering experiences in counselling. Counselling and Psychotherapy Research, 1, 53-61.
Paulson, B., Truscott, D., & Stuart, J. (1999). Clients’ perception of helpful experiences in counselling. Journal of Counselling Psychology, 46(3), 317-324.

Select Presentations

Stuart, J. (2010, November) Skills for successful self-management: A group to help manage your waitlist. Presentation to North Shore Family Services, North Vancouver, B.C.
Stuart, J. (2007, May). The body in psychotherapy. Presentation to the B.C. Chapter of the Canadian Society of Clinical Hypnosis, Vancouver, B.C.
Stuart, J & Wong, W. (2004, November). Boundaries and self-care. Presentation to Surrey Mental Health Teams, Surrey, B.C.
Stuart, J (2004, June). Treating youth who self-harm: Components of treatment to consider in outpatient treatment. Presentation to Fraser Region Mental Health Clinicians at MCFD Child and Youth Mental Health Forum, Delta, B.C.
Stuart, J. (2000, June). Client perceptions of experiencing emotion in counselling. Poster presented at the annual meeting of the Society for Psychotherapy Research, Chicago, Ill.

Vancouver Campus

Adler University in Vancouver has been, like Canada itself, born and built with an open mind. Located in the midst of one of the world’s most exciting and breathtaking cities, Adler University reflects a true Canadian spirit. It’s smart, inclusive and determined to make a world of difference. By design, our Vancouver campus echoes the Adler values and intent down every hall and in every room. It is built to live, breathe and inspire those with the passion to pursue a more just society. This is where the work gets done.

At Adler Vancouver, you’ll find multiple collaborative areas with the absolute latest technology. Learning areas and windows have literally been situated to stimulate thought. To some, that may sound odd, but these things do matter. If students are given the space, opportunity and technology to achieve their goals, they are more likely to rock the boat of conventional thought.