Damien Cormier, PhD, RPsych

Area of Study / Keywords

School Psychology Learning Development Psychological Assessment Educational Assessment Giftedness Ethics Professional Practice

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About

Damien Cormier is a Professor in School and Clinical Child Psychology with the University of Alberta’s Faculty of Education. After completing his bachelors in psychology at the University of Manitoba, he received his masters and PhD in School Psychology from the University of Minnesota. After obtaining his PhD in 2012, Dr. Cormier moved to Edmonton and accepted a position at the U of A.

Since then, Dr. Cormier has written more than 50 articles, book chapters and professional reports. Notably, his early work focused on intelligence and measurement. More recently, his research interests have shifted towards ethics, training, and professional practice. As an instructor, he teaches courses on these topics along with educational and psychological assessments,child development, and school-based intervention.

Dr. Cormier has also contributed to his field in a variety of service roles, such as serving on journal review boards, being a member of the Canadian Psychological Association’s accreditation panel for an extended term, and providing expert opinions for the College of Alberta Psychologists. Additionally, he is a registered psychologist, and he has previously served as the School and Clinical Child Psychology program’s Director of Training for many years.

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Research

Psychological & Educational Assessment

What are the key variables that lead to meaningful educational decisions for students? How can we increase the efficiency and the effectiveness of our psychological and educational assessments? Some of my work to date has focused on improving the ways we collect educational data; whereas others have focused on the practices of psychologists when they use standardized measures (e.g., IQ tests). 

Training & Professional Practice

How can we improve the professional practices of psychologists during and after their graduate studies? What is the best way to teach functional skills in assessment? Over the years, I have completed several projects examining errors as students develop their standardized assessment skills. In addition, I have produced articles and conference presentations to help students and practitioners improve their understanding of assessment-related concepts, as well as the link between assessment and intervention. Currently, my research interests under this broad umbrella are focused on assessment report writing and improving ethical practices.

Learning & Development 

What processes can be explained by developmental models? How can we optimize learning? I have attempted to answer these questions by investigating the influence of specific cognitive abilities on learning in key curricular areas (reading, math, writing). In addition, I have examined the influence of language development and acculturation on learning and development. Future projects in this area will likely include a focus on gifted students. 

I am currently accepting M.Ed. students who are applying to the School and Clinical Child Psychology program. 

I am NOT accepting students applying to other programs.

Examples of recent graduate student theses or dissertations that I have supervised:

• Teachers' Knowledge, Recognition, and Referral of Common Mental Disorders in Schools
• Applying Cost-Benefit Analysis to Inform the Selection of Academic Interventions
• Teachers’ Expectations Vary: Implications for Canadian Students of Different Ethnic Groups
• Predicting academic achievement and cognitive ability from child and parent perceptions of ability
• Is Teacher Stigma Associated with the Delivery of Instructional Supports to Students with Disabilities?

Cormier, D. C., Bulut, O., McGrew, K. S., & Kennedy, K.

Journal of Intelligence. 2022 February; 10 (1):1-12

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Antoniuk, A., & Cormier, D. C.

NASP Communique. 2021 May; 49 (3):10-11

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Nelson, P. M., Van Norman, E. R., Parker, D. C., & Cormier, D. C.

Journal of Applied School Psychology. 2019 January;

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Van Norman, E. R., Nelson, P. M., Klingbeil, D. A., Cormier, D. C., & Lekwa, A. J.

Contemporary School Psychology. 2019 January; 23 (2):152-162

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Kan, A., Bulut, O., & Cormier, D. C.

Educational Assessment. 2019 January; 24 (1):13-32

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Bulut, O., & Cormier, D. C.

Frontiers in Education. 2019 January; 68 (3)

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Cormier, D. C., Bulut, O., Singh, D., Kennedy, K. E., Wang, K., Heudes, A., & Lekwa, A. J.

Journal of Psychoeducational Assessment. 2018 January;

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Cormier, D. C., Van Norman, E. R., Cheong, C., Kennedy, K., Bulut, O., & Mrazik, M.

Canadian Journal of School Psychology. 2018 January;

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Cormier, D. C., McGrew, K. S., Bulut, O., & Funamoto, A.

Journal of Psychoeducational Assessment. 2016 January;

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Cormier, D. C., Yeo, S., Christ, T. J., Offrey, L., & Pratt, K.

Exceptionality. 2016 January;

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Cormier, D. C., McGrew, K. S., Ysseldyke, J. E.

Journal of Psychoeducational Assessment. 2014 January;

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Ardoin, S. P., Christ, T. J., Morena, L. S., Cormier, D. C., & Klingbeil, D. A.

Journal of School Psychology. 2013 January; 51 (1):1-18

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Ysseldyke, J., Lekwa, A. J., Klingbeil, D. A., & Cormier, D. C.

Journal of Educational and Psychological Consultation. 2012 January; 21 (1):21-43

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Christ, T. J., Silberglitt, B., Yeo, S., & Cormier, D. C.

School Psychology Review. 2010 January;

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