Phillip Sevigny, PhD, RPsych
Contact
Associate Professor, Faculty of Education - Educational Psychology Dept
- psevigny@ualberta.ca
- Phone
- (780) 492-7719
- Address
-
5-131 Education Centre - North
8730 - 112 St NWEdmonton ABT6G 2G5
Overview
About
I received my doctorate in clinical psychology from the University of Regina in 2013. I worked in tertiary health care settings and also at the University of Regina before joining the University of Alberta in 2017. I am a clinical psychologist, and in that role I have worked primarily with families and children with neurodevelopmental disabilities.
Professional Affiliations
College of Alberta Psychologists (CAP); Saskatchewan College of Psychologists (SKCP); Canadian Psychological Association (CPA); Canadian Positive Psychology Association (CPPA).
Theoretical Orientation
My theoretical orientation is largely influenced by humanistic and family systems theories. In both clinical assessment and psychotherapy, I believe it important to seek to understand the whole person in the context of their lived experience. I utilize a strengths-based approach to support resilience and foster positive change for my clients.
Research
My research interests have focused mainly on the changing role of men within the family and on understanding factors that promote positive father involvement. Specifically, I have studied fathers’ parenting self-efficacy, and supporting the transition to fathering. I am also interested in the interplay between masculine ideologies, parenting beliefs and parenting behaviours. Additional areas of interest include exploring the influence of nature contact on psychological well-being and better understanding the assessment of existential courage.
Select Publications & Presentations
Brooks, A. M., Ottley, K. M., Arbuthnott, K. D., & Sevigny, P. R. (2017). Nature-related mood effects: Season and type of nature contact. Journal of Environmental Psychology, 54, 91-102. doi:10.1016/j.jenvp.2017.10.004.
Berard, N., Loutzenhiser, L., Sevigny, P. R., & Alfano, D. P. (2017). Executive function, social emotional learning and social competence in school-aged boys with Autism Spectrum Disorder. Canadian Journal of School Psychology, 32, 265-281. doi: 10.1177/0829573517707907
Sevigny, P. R. (2017, March). Beyond Risk: Identifying and encouraging the use of character strengths to foster positive change. Keynote address given at the 3nd Canadian National Fatherhood Conference, Winnipeg, MB.
Sevigny, P. R., Loutzenhiser, L., & McAuslan, P. (2016). Development and Validation of the Fathering Self-Efficacy Scale. Psychology of Men & Masculinity, 17, 92-102. doi:10.1037/a0039659
Malloy, D. C., Sevigny, P. R., Hadjistavropoulos, T., Bond, K., Fahey McCarthy, E., Murakami, M., Paholpak, S., Shalani, N., Liu, P. L. & Peng, H. (2014). Religiosity and ethical ideology of physicians: A cross-cultural study. Journal of Religion and Health, 53, 244-254.
Sevigny, P. R. & Loutzenhiser, L (2010). Predictors of parenting self-efficacy in mothers and fathers of toddlers. Child: Care, Health and Development, 36, 179-189.
Courses
EDPY 645A - SCCP School Practicum Placement
School setting practicum in School and Clinical Child Psychology. This doctoral level practicum is designed to provide students with practical, supervised experiences in both assessment and intervention in school settings. Pre/corequisite: EDPY 641. Restricted to PhD students enrolled in the School and Clinical Child Psychology program.
EDPY 647A - SCCP Clinical Practicum Placement
Clinical setting practicum in School and Clinical Child Psychology. This supervised doctoral level practicum is designed to provide students with advanced assessment and intervention experience with children and adolescents in hospital clinics, children's mental health centres or clinical child and adolescent community settings. Pre/corequisite: EDPY 643. Prerequisites: EDPY 641 and EDPY 645. Restricted to PhD students enrolled in the School and Clinical Child Psychology program.
EDPY 650A - School and Clinical Child Psychology Internship
A supervised training program designed to provide students in the doctoral program in School and Clinical Child Psychology with a planned, programmed sequence of training experience. Students must successfully complete an approved 1,600 hour internship. Restricted to students enrolled in the School and Clinical Child Psychology doctoral program. Prerequisites: Consent of the program, successful completion of coursework and candidacy exam.