Nancy L Heath
Biographic Data
| ID | 5509718 |
|---|---|
| NAME | Nancy L Heath |
| GIVEN NAMES | Nancy L |
| FAMILY NAME | Heath |
| SIGNATURE | HEATH N L |
| AFFILIATIONS | McGill University |
| ORCID | 0000-0002-8062-7801 |
| VERIFIED | Yes |
| TOTAL WORKS | 37 |
| TOTAL CITATIONS | 53 |
| AUTHOR COUNT | 37 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Understanding emotion regulation goals and difficulties in young adulthood: The importance of parental emotion socialization in childhood
Guided or self-guided resources: What works best for university student stress management
Leveraging digital programming to support pre-service teachers’ stress management and well-being: Evidence of effectiveness and acceptability
The aim of this study was to evaluate a digital stress management and well-being programme for pre-service teachers in terms of its effectiveness and acceptability. Participants were 52 Bachelor of Education learners (Mage = 24.04 years; 94.2% women) who completed the programme in March 2023, as well as online measures before (T1) and after (T2) programme completion and at a 1-month follow-up (T3). Significant improvements in mental health, well-…
Evaluation of a Wellness Programme for Preservice Teachers in Hong Kong: Promoting Educational Excellence Through Resilience to Stress ( Peers )
This study aimed to evaluate the effectiveness of a wellness programme for preservice teachers, Promoting Educational Excellence through Resilience to Stress (PEERS) . The intervention group participants, who took part in the 4‐week PEERS programme, and the comparison group participants were recruited online. A battery of self‐report scales assessed various psychological constructs, including coping self‐efficacy, resilience, mental health, well‐…
Daily Stressors and Nonsuicidal Self-Injury Urges and Behaviors in Post-Secondary Students
The post-secondary years are marked by heightened stressors and nonsuicidal self-injury (NSSI) among emerging adults. However, the effects of university stressors on NSSI in daily life remains poorly understood. In the present study, the associations among several university stressors and NSSI urges and behaviors were examined, and the moderating role of gender was explored. The sample included 130 students (72% cisgender women, M age = 17.96), w…
The lived experience of self-injury stigma and its psychosocial impact: A thematic analysis
The current findings highlight several psychosocial consequences of NSSI stigma for individuals with lived experience. In this way, this study adds to a growing body of work illustrating the value of lived experience perspectives in NSSI research and has important implications for research, anti-stigma work, and clinical practice
Evaluating a Mindfulness Induction for Coping with Social Exclusion in Emerging Adults who Engage in Non-Suicidal Self-Injury
Previous research suggests that individuals who engage in non-suicidal self-injury (NSSI) experience heightened sensitivity to social stressors such as exclusion. Mindfulness practice may buffer social stress among the general population, but whether it functions differently among those who engage in NSSI remains unclear. This experimental study sought to investigate the effects of a mindfulness induction relative to a control task as a buffer ag…
Dispositional Mindfulness and University Adjustment: The Mediating Role of Coping Self-Efficacy
Academic and personal-emotional adjustment to university are important for students' success. Dispositional mindfulness is known to be associated with academic and personal-emotional adjustment. However, less is known about the underlying mechanisms explaining this relationship. Coping self-efficacy has been found to be related to dispositional mindfulness, academic and personal-emotional adjustment to university. Therefore, this cross-sectional …
The Role of Dispositional Mindfulness and Flow in Predicting Problematic Video Game Use
Perceived degree of reaching adulthood: A novel predictor of subjective well-being in emerging adulthood
Keep it brief: Can a 4-item stress screener predict university adjustment over 18 months
The transition to university is an exciting yet challenging period for many students. While previous research has documented the association between stress and adjustment, little is known about the long-term effect of students’ early stress on their subsequent university adjustment. The present study sought to examine the effectiveness of a short, 4-item stress measure in predicting student adjustment to university following a 6- and 18-month del…
Nonsuicidal self‐injury in elementary schools: School educators' knowledge and professional development needs
Previous research suggests that nonsuicidal self‐injury (NSSI; the intentional destruction of bodily tissue without suicidal intent) occurs among elementary‐aged children. However, it remains unclear to what extent elementary school educators encounter NSSI among students and how they respond. Therefore, this study investigated cross‐national differences in Canadian and Belgian elementary school educators' knowledge of, and experience with NSSI a…
How we teach mindfulness matters: Adolescent development and the importance of informal mindfulness
Given high levels of adolescent stress and educational institutions' key role in supporting students' mental health, mindfulness instruction is increasingly being implemented in schools. However, there is growing evidence adolescents find traditionally taught formal mindfulness (e.g., structured regular practice like meditation) challenging. Indeed, school-based studies report high levels of student non-compliance and lack of engagement with form…
Perceived Social Support and Connectedness in Non-Suicidal Self-Injury Engagement
Perceived social support has been posited as an important factor in non-suicidal self-injury (NSSI) cessation. Although, previous research suggests that social connectedness is the mechanism through which perceived social support influences psychological wellbeing. Thus, the present study investigated whether social connectedness is the mechanism through which perceived social support functions to influence NSSI engagement. Fifty-six women with (…
Dimensions of Emotion Regulation as Mediators of the Relationship Between Emotion Controllability Beliefs With Stress and Well-Being
Although beliefs about the extent to which emotions are amenable versus immutable to control (i.e., implicit theories of emotion) have been linked to various mental health indices, mediators of this relationship remain unclear. This study extends prior research by examining dimensions of emotion regulation (ER) difficulties as parallel mediators in the relationship between emotion controllability beliefs and stress and well-being among university…
Exploring the stress management and well-being needs of pre-service teachers
Pre-service teachers (PSTs) receive limited stress management training despite evidence of teachers' stress and its consequences on students. This study used a multistakeholder approach to conduct semi-structured interviews with PSTs, in-service teachers, school administrators, and directors of teacher preparation, informing a quantitative survey for PSTs across Canada to (1) identify expected stressors, (2) determine support/strategies, and (3) …
Slipping through the cracks: The critical role of school principals in addressing and responding to nonsuicidal self‐injury among adolescents
Objective The responsibility of implementing nonsuicidal self‐injury (NSSI) policy falls largely on school principals, yet few have received training regarding adolescent NSSI. Understanding principals' perceptions and roles in responding to NSSI among their students is essential to determining how best to address and reduce NSSI within school settings. Method Principals and deputy principals ( n = 63) completed self‐report questionnaires. Interv…
Mindfulness-based programs and school adjustment: A systematic review and meta-analysis
Negative and Positive Emotional Reactivity in Women With and Without a History of Self-Injury
In trying to better understand why certain individuals self-injure, researchers have proposed high emotional reactivity for negative emotions may influence vulnerabilities and predispose individuals to react to stressful situations in a dysregulated manner, thus engaging in non-suicidal self-injury (NSSI). However, the role of emotional reactivity for positive emotions in those with a history of NSSI is still unclear. Thus, the present study soug…
School-based recommendations for addressing nonsuicidal self-injury: Application to rural settings
Nonsuicidal self-injury (NSSI) has emerged as a common and serious concern in school settings.Up to one in five students report having self-injured and continued NSSI engagement is associated with a multitude of mental health difficulties.Moreover, NSSI uniquely and significantly exacerbates the risk of death by suicide.Despite this, many schools report having limited resources to address NSSI among students, with staff often feeling underequippe…
Naturally mindful? The role of mindfulness facets in the relationship between nature relatedness and subjective well-being
Understanding the Needs of Primary School Teachers in Supporting Their Students' Emotion Regulation
BACKGROUND: Accumulating evidence has underscored the importance of fostering children's emotion regulation (ER) within primary school settings and the role of teachers in such efforts. This study sought to assess the needs of teachers in supporting students' ER, through a better understanding of teachers' perceptions and use of healthy versus unhealthy ER strategies in the classroom. METHODS: Primary school teachers (n = 212; 91% female) complet…
A Qualitative Investigation of the Positive and Negative Impacts of the Covid-19 Pandemic on Post-Secondary Students’ Mental Health and Well-Being
Evidence suggests that post-secondary students without pre-existing mental health concerns may have experienced worsening mental health during the COVID-19 pandemic, relative to students with pre-existing mental health concerns. To clarify the psychological impacts of the pandemic, and elucidate why differences may exist among students, 20 interviews were conducted with emerging adults enrolled in university. Using directed content analysis, eigh…
The Effectiveness of a Mindfulness Induction as a Buffer Against Stress Among University Students With and Without a History of Self-Injury
Stressful experiences are abundant in university and students with a history of nonsuicidal self-injury (NSSI) may be hyper-reactive to stress. While brief mindfulness inductions have been proposed as a buffer against acute stress, whether they function differently in students with a history of NSSI remains in question. This study sought to explore the impact of an online mindfulness induction on (a) two facets of state mindfulness (i.e., mind an…
When social isolation is nothing new: A longitudinal study on psychological distress during Covid-19 among university students with and without preexisting mental health concerns.
The coronavirus disease 2019 global pandemic has had an unprecedented impact on college and university campuses internationally (e.g., widespread campus closures, transitions to online learning).Postsecondary students, who were already a developmentally vulnerable population, are now facing additional new challenges, which could lead to increased mental health concerns.However, there is a paucity of research on the psychological impacts of COVID-…
A Study of the Frequency of Self-Mutilation in a Community Sample of Adolescents
Basic Psychological Need Satisfaction, Emotion Dysregulation, and Non-suicidal Self-Injury Engagement in Young Adults: An Application of Self-Determination Theory
Inclusion on the final frontier: A model for including children with emotional and behaviour disorders (E/shBD) in Canada
Despite a general move and support for inclusion of children with exceptionalities in the regular classroom, children with emotional and behavioural difficulties are often excluded. The paper describes an ecosystems model to facilitate the inclusion of children with emotional and behavioural difficulties in use in some schools in Canada. Results of a survey revealed that in general while teachers in this model did not believe the students' behavi…
Gaming motivation and problematic video gaming: The role of needs frustration
Motivation is often used as a predictor of a problematic style of video game engagement, implying that individuals' gaming undermines optimal functioning. Drawing from recent advances in Self‐Determination Theory (SDT), the present study explores the links between gaming motivations, the daily frustration of basic psychological needs, and reports of problematic video gaming (PVG). A sample of 1029 participants (72.8% male; M = 22.96 years; SD = 4…
Non-suicidal self-injury in a sample of university students in Tehran, Iran: Prevalence, characteristics and risk factors
Despite increased empirical and clinical attention to non-suicidal self-injury (NSSI) in Western countries, far less is known about NSSI in non-Western cultures. This study is the first to investigate the prevalence, characteristics and risk factors of NSSI in a sample of university students in Tehran, Iran. All participants (n = 554, mean age = 22.65, 57.2% female) were asked to self-report on NSSI over their lifetime. The Difficulties in Emotio…
Perceptions of Classroom Working Alliance and Student Performance
Positive teacher-student relationship has been established as an important contributor to students' social, behavioral, and academic adjustment. Nevertheless, current research has not employed relationship measures that examine both teachers' and students' perceptions. Furthermore, the measures currently being used lack breadth in the definition of the teacher-student relationship. Using the construct of "working alliance" from counseling psychol…
A Study of the Frequency of Self-Mutilation in a Community Sample of Adolescents
Inclusion on the final frontier: A model for including children with emotional and behaviour disorders (E/shBD) in Canada
Despite a general move and support for inclusion of children with exceptionalities in the regular classroom, children with emotional and behavioural difficulties are often excluded. The paper describes an ecosystems model to facilitate the inclusion of children with emotional and behavioural difficulties in use in some schools in Canada. Results of a survey revealed that in general while teachers in this model did not believe the students' behavi…
Turf and tension: Psychiatric and inclusive communities servicing students referred for emotional and behavioural difficulties
The existing literature demonstrates that children who are referred by their teachers as presenting with emotional and/or behavioural difficulties in schools are least likely of all children with difficulties to be included in their community school. Two common obstacles to their inclusion have been identified and discussed in the literature: a perception of teacher inability to work with these students and, more recently, student need for specia…
Non-suicidal self-injury and eating pathology in high school students
Although past research has explored self-injurious behaviors and disordered eating among adults in clinical settings, little research has been conducted examining nonsuicidal self-injury (NSSI) and eating pathology in community samples of adolescents. Four hundred and 40 students were screened for the presence of NSSI; a prevalence rate of 13.9% was found. Those who indicated that they engaged in NSSI (n = 59) and a comparison group of non-self-i…
Positive Illusions in Adolescents: The Relationship Between Academic Self-Enhancement and Depressive Symptomatology
Perceptions of Classroom Working Alliance and Student Performance
Positive teacher-student relationship has been established as an important contributor to students' social, behavioral, and academic adjustment. Nevertheless, current research has not employed relationship measures that examine both teachers' and students' perceptions. Furthermore, the measures currently being used lack breadth in the definition of the teacher-student relationship. Using the construct of "working alliance" from counseling psychol…
Non-suicidal self-injury in a sample of university students in Tehran, Iran: Prevalence, characteristics and risk factors
Despite increased empirical and clinical attention to non-suicidal self-injury (NSSI) in Western countries, far less is known about NSSI in non-Western cultures. This study is the first to investigate the prevalence, characteristics and risk factors of NSSI in a sample of university students in Tehran, Iran. All participants (n = 554, mean age = 22.65, 57.2% female) were asked to self-report on NSSI over their lifetime. The Difficulties in Emotio…
Basic Psychological Need Satisfaction, Emotion Dysregulation, and Non-suicidal Self-Injury Engagement in Young Adults: An Application of Self-Determination Theory
Effectiveness of Mindfulness Interventions for Mental Health in Schools: A Comprehensive Meta-analysis
Problematic Gaming and Subjective Well-Being: How Does Mindfulness Play a Role
Gaming motivation and problematic video gaming: The role of needs frustration
Motivation is often used as a predictor of a problematic style of video game engagement, implying that individuals' gaming undermines optimal functioning. Drawing from recent advances in Self‐Determination Theory (SDT), the present study explores the links between gaming motivations, the daily frustration of basic psychological needs, and reports of problematic video gaming (PVG). A sample of 1029 participants (72.8% male; M = 22.96 years; SD = 4…
Implicit Theories of Emotion, Goals for Emotion Regulation, and Cognitive Responses to Negative Life Events
Why do some people routinely respond to emotional difficulty in ways that foster resilience, while others habitually engage in responses associated with deleterious consequences over time? This study examined relations between emotion controllability beliefs and goals for emotion regulation (ER) with peoples' multivariate profile of cognitive ER strategy use. Cluster analysis classified 481 university students (81% female) as adaptive, maladaptiv…
When social isolation is nothing new: A longitudinal study on psychological distress during Covid-19 among university students with and without preexisting mental health concerns.
The coronavirus disease 2019 global pandemic has had an unprecedented impact on college and university campuses internationally (e.g., widespread campus closures, transitions to online learning).Postsecondary students, who were already a developmentally vulnerable population, are now facing additional new challenges, which could lead to increased mental health concerns.However, there is a paucity of research on the psychological impacts of COVID-…
School-based recommendations for addressing nonsuicidal self-injury: Application to rural settings
Nonsuicidal self-injury (NSSI) has emerged as a common and serious concern in school settings.Up to one in five students report having self-injured and continued NSSI engagement is associated with a multitude of mental health difficulties.Moreover, NSSI uniquely and significantly exacerbates the risk of death by suicide.Despite this, many schools report having limited resources to address NSSI among students, with staff often feeling underequippe…
Naturally mindful? The role of mindfulness facets in the relationship between nature relatedness and subjective well-being
Understanding the Needs of Primary School Teachers in Supporting Their Students' Emotion Regulation
BACKGROUND: Accumulating evidence has underscored the importance of fostering children's emotion regulation (ER) within primary school settings and the role of teachers in such efforts. This study sought to assess the needs of teachers in supporting students' ER, through a better understanding of teachers' perceptions and use of healthy versus unhealthy ER strategies in the classroom. METHODS: Primary school teachers (n = 212; 91% female) complet…
A Qualitative Investigation of the Positive and Negative Impacts of the Covid-19 Pandemic on Post-Secondary Students’ Mental Health and Well-Being
Evidence suggests that post-secondary students without pre-existing mental health concerns may have experienced worsening mental health during the COVID-19 pandemic, relative to students with pre-existing mental health concerns. To clarify the psychological impacts of the pandemic, and elucidate why differences may exist among students, 20 interviews were conducted with emerging adults enrolled in university. Using directed content analysis, eigh…
The Effectiveness of a Mindfulness Induction as a Buffer Against Stress Among University Students With and Without a History of Self-Injury
Stressful experiences are abundant in university and students with a history of nonsuicidal self-injury (NSSI) may be hyper-reactive to stress. While brief mindfulness inductions have been proposed as a buffer against acute stress, whether they function differently in students with a history of NSSI remains in question. This study sought to explore the impact of an online mindfulness induction on (a) two facets of state mindfulness (i.e., mind an…
Slipping through the cracks: The critical role of school principals in addressing and responding to nonsuicidal self‐injury among adolescents
Objective The responsibility of implementing nonsuicidal self‐injury (NSSI) policy falls largely on school principals, yet few have received training regarding adolescent NSSI. Understanding principals' perceptions and roles in responding to NSSI among their students is essential to determining how best to address and reduce NSSI within school settings. Method Principals and deputy principals ( n = 63) completed self‐report questionnaires. Interv…
Mindfulness-based programs and school adjustment: A systematic review and meta-analysis
Negative and Positive Emotional Reactivity in Women With and Without a History of Self-Injury
In trying to better understand why certain individuals self-injure, researchers have proposed high emotional reactivity for negative emotions may influence vulnerabilities and predispose individuals to react to stressful situations in a dysregulated manner, thus engaging in non-suicidal self-injury (NSSI). However, the role of emotional reactivity for positive emotions in those with a history of NSSI is still unclear. Thus, the present study soug…
The Role of Dispositional Mindfulness and Flow in Predicting Problematic Video Game Use
Perceived degree of reaching adulthood: A novel predictor of subjective well-being in emerging adulthood
Keep it brief: Can a 4-item stress screener predict university adjustment over 18 months
The transition to university is an exciting yet challenging period for many students. While previous research has documented the association between stress and adjustment, little is known about the long-term effect of students’ early stress on their subsequent university adjustment. The present study sought to examine the effectiveness of a short, 4-item stress measure in predicting student adjustment to university following a 6- and 18-month del…
Nonsuicidal self‐injury in elementary schools: School educators' knowledge and professional development needs
Previous research suggests that nonsuicidal self‐injury (NSSI; the intentional destruction of bodily tissue without suicidal intent) occurs among elementary‐aged children. However, it remains unclear to what extent elementary school educators encounter NSSI among students and how they respond. Therefore, this study investigated cross‐national differences in Canadian and Belgian elementary school educators' knowledge of, and experience with NSSI a…
Psychology (31 works) · Clinical Psychology (19 works) · Social Psychology (16 works) · Medicine (15 works) · Developmental psychology (14 works) · Suicide and Self-Harm Studies (13 works) · Clinical Psychology (11 works) · Mindfulness and Compassion Interventions (10 works) · Psychiatry (10 works) · Social Psychology (10 works)