PERSONAL INFORMATION / ROLES Contact Information: [email protected]| 705-255-5665
Registered Psychotherapist, College of Registered Psychotherapists of Ontario (CRPO #005550); Private Practice
(Casey Burgess Psychotherapy and Education)
Adjunct Professor, Algoma University (Psychology) & Yorkville University (MA in Counselling Psychology) & Lake
Superior State University (Early Childhood Education)
Professional Development Facilitator (Clinical and Counselling Approaches, Neuropsychological exceptionalities /
developmental disabilities, Learning Strategies and Educational Support, Childhood Development, Mental
Health, Self-Regulation, among others)
Self-Regulation Facilitator and Consultant, The MEHRIT Centre
Adjunct Professor, Algoma University, Yorkville University
DIRFloortime practitioner (play-based therapy for early learning using a functional developmental approach)
Clinical Supervisor (Preschool and School-aged Teams, Geneva Centre for Autism)
EDUCATION 2015 – 2021 Doctor of Philosophy, Educational Studies (Cognition and Learning) Lakehead University, Thunder Bay, ON Research Interests: A neuroscientific approach to self-regulation across the lifespan including its influences on learning and educational outcomes, mental health, lifespan development, trauma, and neurodiversity; the social engagement system, vagal tone and heart rate variability as measures of the stress response system and well-being, and their relationship with behavioural outcomes; dynamic measurement of the stress response system within teacher-child and parent-child dyads
2010-2013
Master of Arts, Curriculum and Instruction Lake Superior State University, Sault Ste Marie, MI Research Interests: Self-regulated learning, educational psychology, exceptional learning, early childhood learning and development, lifespan development, psychopathology, literacy skill development, autism spectrum disorders
1992-1996 Honours Bachelor of Science, Psychology Trent University, Peterborough, ON Research Interests: Educational psychology, learning, child development, early childhood education and learning, human/lifespan development, psychopathology
CLINICAL EXPERIENCE HIGHLIGHTS 2007 – Present Registered Psychotherapist (Private Practice; Casey Burgess Psychotherapy and Education), Sault Ste Marie, ON -Providing individualized clinical psychotherapy to clients experiencing challenges of mental health including depression, anxiety, and substance use disorders, among others -Providing developmental, behavioural, academic, and social communication support to children with developmental needs through family, individual and group interventions -Teaching educators and clinicians through professional development workshops in topics including but not limited to developmental psychology, counselling techniques, educational psychology, selfregulation, exceptional development and neurodiversity, and teaching and learning. Programming and program evaluation and budgeting
2015 – Present Consultant, Mentor, and Facilitator, The MEHRIT Centre, Peterborough, ON -Facilitating the MEHRIT Centre’s online Self-Regulation Foundations Certification, a 4-course, 24- module course, and the Early Child Development Certification Course, a 3-course, 11-module course, which are based on clinical neuroscience involving weekly videos, discussion, and reflections culminating in a final project designed to apply self-regulation principles in a variety of settings (see details under teaching experience below) -Mentoring parents and professionals in applying the concepts of co-regulation and self-regulation -Facilitating workshops on a psychophysiological, relationship-based approach to self-regulation
2001 – 2010 Clinical Supervisor, Resource Consultant, Geneva Centre for Autism, Toronto ON Supervising two high-profile clinical teams supporting diverse individuals of all ages and their families with life skills, education, and relationships Budgeting, program planning, administration, and evaluation Liaison with community partners who were collaboratively funding programs Representation of the agency at community network events Developmentally based clinical intervention delivery involving psychoeducation and coaching of parents and educators, childcare center staff, and community service organizations.
1996 – 2001 Intensive Behavioural Intervention Therapist, Thames Valley Children’s Centre, London ON Application of psychological foundations (developmental (child, adolescent and adult), behaviour analysis, cognition, educational psychology, language, personality, psychopathology, etc.) through direct intervention service (Intensive Behaviour Intervention) for children with Autism Spectrum Disorders, supporting the provincial IBI program development in Ontario, including the teaching and coaching of these concepts to entry level therapists
1997 – 2001 Behaviour / Communication Consultant, Laurel Group, Vancouver BC Application of psychological foundations (developmental, cognitive, behavioural, biopsychosocial) through teaching educators (certified classroom teachers, education assistants, principals) and parents, coaching educators and parents, consultation and direct support to families, educators, child care centers, and community service organizations
TEACHING EXPERIENCE 2013 – Present Adjunct Professor, Algoma University, Psychology ● PSYC4207 W23 Practical Applications of Counselling Psychology ● PSYC4206 F22, W20 Philosophical Foundations of Clinical and Counselling Psychology (technologically assisted, face to face) ● PSYC2756 F22, F15, F14, F13 Motivation and Emotion ● STAT2126 S22, W13 Introduction to Statistics ● PSYC3907 S22 W20, S17, W14, SF13 Special Topics in Psychology – Autism Spectrum Disorders ● PSYC3306 F21 Learning ● PSYC3606 F22, F15, F14 Psychopathology I ● PSYC3607 W20, W18 Psychopathology II ● SOCI2296 F21 Sociology of Education ● PSYC4207 W21 Practical Applications of Psychotherapy (technologically assisted) ● SWRK2406 W20 Human Behaviour and the Social Environment ● PSYC4907 W20 Special Topics in Psychology – Autism Spectrum Disorders ● PSYC4205 F18-19, F17-18 (6 credit) Foundations of Clinical and Counselling Psychology ● PSYC2007 W19, W17 Adolescent and Adult Development ● PSYC2006 F16 Child Development ● GEOG2026 W13 Introduction to Quantitative Methods (concurrent with STAT2126) All courses are 3-credit, full term courses unless otherwise indicated
2022 - Present
Faculty, Yorkville University (MA in Counselling Psychology) ● PSYC6246 F22, S22 Counselling Skills ● PSYC7113 F22, W23 Practicum Supervision ● PSYC6163 F22 Methodologies: Behavioural and Cognitive Modalities
2012 – 2022 Faculty, Sault College, Social Sciences (Psychology) ● PSY120 F21, W21, F20, F19, F18 Lifespan Development ● SSW402 W20, W18 Fieldwork Placement Supervision ● SSW209 W20, W19, W18 Social Service Work with Special Populations ● SSW205 W20,19,18 Concurrent Disorders (Mental Health and Substance Use) ● SSW101 F17 Introduction to the Helping Profession ● SSW102 F17 Introduction to Concurrent Disorders ● SSW300 F17 Building Sustainable Communities ● SSW302 F17 Fieldwork Placement Supervision ● PSY208 W19 Abnormal Psychology (Psychopathology) ● GEN100 W22, F19, F13 Global Citizenship ● PSY111 W13, F13 Developmental Psychology ● ED230 F12 The Adult Learner ● ED232 F12 Curriculum Development ● ED237 F12 Strategies for Teaching Adults ● ED240 F12 Assessment and Evaluation ● ED248 F12 Application of Teaching Techniques ● ED276 F12 Adults with Learning Disabilities Note: ED courses listed are the full curriculum for the Adult Educator Certificate Program All courses are 3-credit, full term courses
2016 Teaching Assistant, Stuart Shanker, York University PHIL4082 F16 Philosophy of Cognitive Science (Self-Regulation)
2016 – Present Online Instructor/Facilitator, The MEHRIT Centre Foundations 1 - The Bio Domain: The Brain, Stress and Self-Regulation ● Module 1: The Dawning of Relationships ● Module 2: The Nature of Stress ● Module 3: The Problem of Excessive Stress
● Module 4: The Cascading Effects of Excessive Stress ● Module 5: The Brain’s Reward System ● Module 6: Self-Reg Method Step 1: Reframing the Behaviour
Foundations 2 – Self-Reg and Emotional, Social, Cognitive and Pro-Social Well-Being ● Module 1: Self-Reg in Dynamic Systems and the Bio Domain Foundations ● Module 2: Self-Reg in the Emotional Domain ● Module 3: Self-Reg in the Cognitive Domain ● Module 4: Self-Reg in the Social Domain ● Module 5: Self-Reg in the Pro-Social Domain ● Module 6: 5 Steps of Shanker Self-Reg Method
Foundations 3 - Self-Reg and Mental Health Across the Lifespan ● Module 1: Autism ● Module 2: The Anxiety Epidemic ● Module 3: Self-Reg and Adolescence ● Module 4: Self-Reg Across the Lifespan ● Module 5: Self-Reg and Mindfulness ● Module 6: Self-Regulation vs. Self-Control *Each course is a 6-week, self-paced, competency-based, online certificate course
2015 – Present Adjunct Professor, Lake Superior State University, Early Childhood Education CHLD150 W16 Early Childhood Education: Observation and Assessment
2001 – 2021 Faculty Member, Geneva Centre Research, Education, and Training Institute Roles: Developing curriculum for professional training, Research and Training Committee member (peer review of research proposals), Educational Resource and Curriculum Developer (developing print material and coursework) The following courses each include 18 instructional hours and 6+ contact hours as required and included the following topics: Introduction to Autism (typical vs atypical child development), Communication Development, Sensory Regulation, Anxiety, and Social Development. Each was taught 2-3 times per year across 13 years ● Autism Intervener Certificate Course (Autism) Level I
● Autism Intervener Certificate Course (Autism) Level II ● Autism Intervener Certificate Course (Aspergers) Level I ● Autism Intervener Certificate Course (Aspergers) Level II In addition, single-session classes were developed and delivered weekly on a rotating schedule: Introduction to Autism, Typical and Atypical Child Development, Intensive Behavioural Intervention, Sensory Processing, Communication and Language, Social and Play Development, Teaching and Learning, as well as many specific topics related to areas of concern for parents and educators (daily living skills, sleeping, eating, toilet teaching, self-care) TPAS JumpStart Parent Education and Training Program (curriculum development and delivery of single-session group workshop topics and follow-up coaching for parents)
AWARDS, RECOGNITIONS, AND SCHOLARSHIPS 2022 Algoma University Researcher of the Month (January 2022) 2021 Lakehead Research and Innovation First Place Graduate Poster Award 2020 Ontario Graduate Scholarship (OGS), Lakehead University 2019 Soroptimist Foundation of Canada Award for Women Scholars 2018 Ontario Graduate Scholarship (OGS), Lakehead University 2017 Ontario Graduate Scholarship (OGS), Lakehead University 2016 Graduate Scholarship, Lakehead University 2015 Doctoral Entrance Scholarship, Lakehead University 2013 Durham District Board of Education Definitely Durham Hall of Fame Award nominee
PEER-REVIEWED PUBLICATIONS Burgess, C. C. (2023). Educator understanding of self-regulation and implications for classroom facilitation: A mixed methods study. Journal of Early Childhood Research, 0(0). [Published on Online First pending issue assignment]. https://doi.org/10.1177/1476718X231186613
Burgess, C. (2019). From paper to practice: Understanding and embodiment of self-regulation in Ontario’s kindergarten classrooms. International Journal of Holistic Early Learning and Development, (1). https://ijheld.lakeheadu.ca/article/view/1615
Burgess, C. (2018). Reframing Autism Spectrum Disorder: ASD through a neuropsychological lens. Reframed: The Journal of Self-Reg, 2(1), 16-23. https://selfregulationinstitute.org/journal/current_issue/volume-2-issue-1/#article3 Shanker, S. & Burgess, C. (2017). Self-Reg and reframing. Reframed: The Journal of Self-Reg, 1(1), 28-39. https://selfregulationinstitute.org/journal/journal_archives/volume_1_issue_1/#article4
Burgess, C. & Smith-Chant, B. (2017). Measuring the biological foundations of self-reg: Psychophysiological assessments of the stress response. Reframed; The Journal of Self-Reg, 1(1), 91-115. https://selfregulationinstitute.org/journal/journal_archives/volume_1_issue_1/#article9
Shaw, N.T., McGuire, S.K., Burgess, C., Cameron, N. (2015). Clicker use at a small liberal arts university (Submitted). Algoma University, Sault Ste. Marie, ON.
Burgess, C. (2013). Beyond sight words; teaching phonemic awareness to a student with autism spectrum disorder (Master’s Thesis). Lake Superior State University, Sault Ste. Marie, MI.
PUBLICATIONS IN PREPARATION Burgess, C. (In prep). Impact of teacher-student relationships on the development of self-regulation skills in early learning environments. Burgess, C. (In prep). Implications of online learning for the self-regulation and well-being frame of Ontario’s Kindergarten Program. Burgess, C. (In prep). Development of the Self-regulation Classroom Environment and Implementation Checklist (SCEIC): An environmental assessment tool for educators. Burgess, C. (In prep). Teaching partners: Comparing teacher and early childhood educator perspectives on self-regulation in Ontario’s kindergarten classrooms.
PEER-REVIEWED CONFERENCE POSTERS AND PRESENTATIONS Burgess, C. (2021). From Paper to Practice: Kindergarten Educator Understanding and Facilitation of Self-Regulation. [virtual presentation at APA 129th Annual Convention]. APA Division 16 SASP Research Forum.
Burgess, C. (2021). From paper to practice: Educator understanding and facilitation of self-regulation in the kindergarten classroom. [Presentation at the Rosa Bruno-Jofré Symposium in Education]. Queen’s University.
Burgess, C. (2021). From paper to practice: Educator understanding and facilitation of self-regulation in the kindergarten classroom. [Presentation at the Research and Innovation Conference]. Lakehead University.
Burgess, C. (2017). One Size Fits Saul: The difference between a comprehensive self-regulation process and commercially available packaged programs in reducing stress behaviour and increasing joy through engagement. [Presentation at Council for Exceptional Children Ontario conference]. Toronto, ON.
Burgess, C. (2018). From Paper to Practice: Understanding and Embodiment of Self-Regulation in Ontario’s Kindergarten Classrooms. [Presentation at Self-Regulation Spring Institute, Lakehead University]. Orillia, ON.
Burgess, C. (2016). Reframing Autism: A neuroscientific self-regulation approach. [Featured presentation at Council for Exceptional Children Ontario Conference]. Toronto, ON
Burgess, C. (2016). Process, not program; Challenges to research and measurement of a self-reg framework [Poster presentation at Autism 2016 Conference]. Toronto, ON
Burgess, C. (2012). Success Strategies for Children with Autism. [Paper presented at Lake Superior State University’s Education Conference]. Sault Ste. Marie, MI.
SELECT INVITED PRESENTATIONS Burgess, C. (2018). Process not Program: An introduction to the science and framework of self-reg. [Invited workshop for the Algoma District Social Services Administration Board]. Sault Ste Marie, ON.
Burgess, C. (2017). Sensory processing, sensitivity, and self-regulating strategies for students in the classroom. [Invited workshop for Huron Superior Catholic District School Board professional development]. Sault Ste Marie, ON.
Burgess, C. (2017, 2018, 2019). Self-Regulation; The foundation of human development. [Invited guest lecture at Sault College’s Early Childhood Education program]. Sault Ste Marie, ON.
Burgess, C. (2016). Educational strategies across learning domains. [Invited workshop at Sault Area Hospital]. Sault Ste. Marie, ON.
Burgess, C. (2012, 2013, 2014, 2015, 2016). When I see it; Visual strategies for children with Autism. [Invited lecture at Sault College’s Early Childhood Education program]. Sault Ste Marie, ON.
Burgess, C. (2012). Success Strategies for Children with Autism. [Paper presented at Lake Superior State University’s Education Conference]. Sault Ste Marie, MI.
Burgess, C. (2011). Academic Success Strategies for Post-Secondary Students with Autism. [Paper presented at Sault College Teaching and Learning Conference]. Sault Ste. Marie, ON
OTHER RESEARCH EXPERIENCE
Research Assistant, Lakehead University (Alternative Housing Models to Address COVID-19 in the VAW Sector: Shelters and Service Delivery Impacts)
Research Ethics Board Member, Sault College of Applied Arts and Technology (2020 – present)
Tri-Council Policy Certificate: Ethical Conduct for Research Involving Humans (Course on Research Ethics; TCPS 2: CORE
Research Assistant and Peer Reviewer, Self-Regulation Institute (2016-present). Participation in supporting research publications grounded in neuroscience and in the development of a peer-reviewed journal for the dissemination of neuroscience based self-regulation research.
Research and Training Committee Member, Peer Reviewer, Geneva Centre Research, Education, and Training Institute (2002-2007). Peer review of internal and external research proposals, and monitoring of progress and results)
PROFESSIONAL CERTIFICATIONS
2023 DIRFloortime – Proficient. Advanced level being completed in Fall 2023.
2023 DBT Certification
2022 Elders, Healing, and Reconciliation (Canadian Counselling and Psychotherapy Association)