Melissa Tremblay

Associate Professor, Faculty of Education - Educational Psychology Dept


Associate Professor, Faculty of Education - Educational Psychology Dept



I am a Métis scholar, born and raised in rural Alberta. I joined the Faculty of Education's School and Clinical Child Psychology Psychology program in 2018 after completing my pre-doctoral internship in the Faculty of Education Clinical Services. I have a background in program evaluation, project management, children’s mental health, and working with Indigenous children and families using community-grounded methods. My theoretical approach to clinical and counselling practice is integrative and strengths-focused. My practice is guided by ecological systems theory, feminist theory, as well as holistic approaches to wellness and healing that honor Indigenous worldviews and traditions. 


My research takes a relational, community-based participatory approach. I have conducted research with Indigenous communities across Alberta, and have a keen interest in continuing to learn from community members about how to conduct research in an ethical way that honors Indigenous perspectives while balancing academic research expectations. My research interests are mainly focused on exploring the strengths, resilience, and mental health of Indigenous children, youth, and families, as well as the use of arts-based methods with diverse populations. Through my dissertation, I examined the experiences and outcomes of teen families involved in a supportive housing program in partnership with the Terra Centre for Teen Parents. My research interests reflect that I am passionate about co-creating knowledge that has the potential for social change. 


EDU 563 - Supporting the Health and Wellbeing of Indigenous Students

This course is directed towards teachers who expect to work with Indigenous children and youth. It is designed to provide learners with a broad introduction to child and adolescent development from Indigenous perspectives, as well as promising practices for helping Indigenous students to reach their full potential. Sections may be offered at an increased rate of fee assessment, refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

Browse more courses taught by Melissa Tremblay

Featured Publications

Tremblay, M., Sydora, B., Listener, L., Kung, J., Lightning, R., Rabbit, C., Oster, R., Kruschke, Z., & Ross, S.

International Journal of Circumpolar Health. 2023 January; 82 (1) 10.1080/22423982.2023.2177240

Tremblay, M., Gokiert, R., Mottershead, K., & Pei, J.

Canadian Journal of Family and Youth. 2022 April; 14 (3) 10.29173/cjfy29803

Tremblay, M., Kingsley, B., Gokiert, R., Blums, T., Mottershead, K., & Pei, J.

Journal of Adolescent Research. 2021 August; 38 (2) 10.1177/07435584211034

Primary Substance Use Prevention Programs for Children and Youth: A Systematic Review

Tremblay, M., Baydala, L., Khan, M., Currie, C., Morley, K., Burkholder, C., Davidson, R., & Stillar, A.

Pediatrics. 2020 September; 146 (3)

Using developmental evaluation and community-based participatory research to develop a model of supportive housing

Tremblay, M., Gokiert, R., Kingsley, B., Mottershead, K., & Pei, J.

Evaluation and Program Planning. 2020 January; 82

Tremblay, M., Baydala, L., Littlechild, R., Chiu, E., & Janzen, T.

Pediatrics and Child Health. 2018 January; 23 (4):247-254

Mayan, M., Robinson, T., Gokiert, R., Tremblay, M., Abonyi, S., & Long, R.

Public Health Action. 2017 January; 7 (4):275-281

Pei, J., Tremblay, M., McNeil, A., Poole, N., & McFarlane, A.

Journal of Pediatric Neuropsychology. 2017 January; 3

Tremblay, M., Baydala, L., Rabbit, N., Louis, J., & Ksay’yin, K.

Journal of Community Engaged Scholarship. 2016 January; 9 (1):57-67

Tremblay, M., Pei, J., Plesuk, D., Muchortow, A., Mihai, P., & Jordao, R.

International Journal for the Advancement of Counselling. 2016 January; 39 (1):82-97

Tremblay, M., Perez, A., Rasquinha, A., Avis, J., Morrison, K. M., Chanoine, J. P.,...Ball, G.D.C.

Academic Paediatrics. 2016 January; 16 (6):587-593