Dr. Sara King, RPsych
Office: Seton 473
Phone: (902) 457-6552
Fax: (902) 457-4911
Education and Training
2010 Postdoctoral Fellowship (Dalhousie University/IWK Health Centre)
2007 PhD Clinical Psychology (Dalhousie University)
2007 Predoctoral Residency in Clinical Psychology (Holland Bloorview Kids Rehabilitation Hospital)
2000 BScH Psychology (Queen’s University)
Research and Clinical Interests
My research interests lie primarily in the area of school and clinical psychology practice and how we work interprofessionally in educational and health care contexts to ensure positive outcomes for children and families challenged by mental health, learning, and behavioural difficulties.
I am particularly interested in teacher and parent understanding of evidence-based approaches to managing mental health, learning, and behaviour difficulties as well as the availability and reliability of online information about these disorders. My students and I are currently working on several projects designed to examine teacher knowledge of evidence-based practice and availability of evidence-based information about ADHD and Learning Disabilities on social media platforms.
My second area of interest is in school psychology practice and training, especially with respect to diversification of practice and advocating for expanding the role of the school psychologist. My work in this area has been focused on understanding school psychologists’ perceived competencies, training needs, and barriers to practicing effectively.
Clinically, my work focuses on assessment, diagnosis, and evidence-based intervention for neurodevelopmental disorders (ie: ADHD), complex learning disorders, and problem behaviours. I work closely with parents and schools to ensure positive functional outcomes for children and adolescents and their families.
King, S., Ritchie, K. C., McGonnell, M., & Green, J. R. (2023). Don’t do more, do different: A qualitative description of teachers’ perceptions of and experiences with the psychoeducational assessment process. Psychology in the Schools, 60 (9), 3169-3187.
Noyes, A., Ritchie, K. C., & King, S. (2022). An exploratory study of pre-service teachers’ evidence-based practice related knowledge, attitudes, and practices. Canadian Journal of School Psychology. Advance online publication.
King, S., Khalil, M., & McGonnell, M. (2022). School Psychology in Nova Scotia: An Update and Implications for Role Diversification. Canadian Journal of School Psychology, 37 (2), 189-203.
Waschbusch, D. A., Babinksi, D. E., Fosco, W. D., Haas, S. M., Waxmonsky, J. G., Garon, N., Nichols, S. D., King, S., Santor, D. A., & Andrade, B. F. (2022). Inhibitory control, conduct problems, and callous-unemotional traits in children with ADHD and typically developing children. Developmental Neuropsychology. Advance online publication.
King, S., Ritchie, K. C., McGonnell, M., Doe, C., Corkum, P., Côté, E., & Cox, A. (2021). Paging Dr. Google: Availability and Reliability of Online Evidence-Based Treatment Information about ADHD. Evidence-Based Practice in Child and Adolescent Mental Health, 6 (2), 277-289.
Bansal, P. S., Waschbusch, D. A., Haas, S. M., Babinski, D. E., King, S., Andrade, B. F., & Willoughby, M. T. (2019). Effects of intensive behavioral treatment for children with varying levels of conduct problems and callous-unemotional traits. Behavior Therapy, 50 (1), 1-14.
King, S., Boutlier, J. A., & Chorney, J. M. (2018). Managing Chronic Pain in the Classroom: Development and Usability Testing of an eHealth Educational Intervention for Educators. Canadian Journal of School Psychology, 33 (2), 95-109.
King, S., McGonnell, M., & Noyes, A. (2016). School psychology in Nova Scotia. Canadian Journal of School Psychology, 31 (3), 249-255.