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Emotion regulation • anxiety • Intergenerational transmission of psychopathology • School-based mental health • achievement
My research focuses on investigating the role of emotion regulation, attitudes and beliefs on the development and intergenerational transmission of psychopathology. In addition, I examine how symptoms of mental health problems might interfere with self-regulated learning in a group context and ultimately, with educational achievement. Multiple factors, such as parenting, may affect children’s emotion regulation. I investigate the role of parental socialization of emotions on the use of emotion regulation strategies in children. In addition to the ongoing research conducted in my laboratory, my research team has created an emotion regulation school-based program, Healthy Minds, Healthy Schools, as well as a complementary parenting program called Parenting C.A.R.E. My work aims to advocate for the implementation of school-based mental health practices and philosophies as well as to promote mental health literacy.
Montreuil, T., & Tilley, M. A.(2017). Healthy minds healthy schools: Strategies and activities for happy and successful learners. Toronto, Canada: Canadian Scholars’ Press.
Montreuil, T. (2016). Social Anxiety: Implications for Group Learning. The ABCT Child and School Special Interest Group Newsletter.
*Montreuil, T., & *Goguen, S. (2016). La Psychologie Scolaire au Québec Français - School Psychology in French Quebec. Canadian Journal of School Psychology, 31(3), 219–234. DOI: 10.1177/0829573516655003.
Montreuil, T. (2016). EDITORIAL - School and Educational Psychology Across Canada: The Best Yet to Come. Canadian Journal of School Psychology, 31(3), 155-159. DOI: 10.1177/0829573516655231.
Montreuil, T., Malla, A., Joober, R., Bélanger, C., Myhr, G., & Lepage, M. (2016). Manualized Group Cognitive-Behavioral Intervention for Social Anxiety in First-Episode Psychosis. International Journal of Group Psychotherapy, 66(2), 225-245. DOI: 10.1080/00207284.2015.1106190.