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Chair, University Research Ethics Board

Professor                             

seguin



Phone:  (902) 457-6460

Office: Evaristus 431



E-Mail:  msvu.ca



Education
B.A. (Hons.) (Laurentian)

M.A. (Laurentian)

Ph.D.  (Carleton)


Research Interests

I earned a Ph.D in Developmental Psychology (social development), an M.A. in Human Development, and a B.A. (Hons.) in general Psychology. Broadly, I am interested in social development across the lifespan. More specifically, I am interested in the socio-emotional development of children, adolescents, and adults.  One of my research areas corresponds to Meta-Emotion Philosophy applied to specific parenting typologies and child-based outcomes.  In this stream of research I study the parental socialization of children's emotions based on Goodness of Fit theory. I have developed one of the only self-report measures to assess mothers' meta-emotional styles with their children (Maternal Emotional Styles Questionnaire, MESQ; Lagacé-Séguin & Coplan, 2005). Empirically, I have confirmed that there are at least two distinct styles: an emotion coaching and an emotion dismissing parenting style.  Interactions between these styles and aspects of child regulation and temperament have been found to be associated with specific social outcomes in childhood such as aggression, anxiety, and prosocial behavior.


Click the image below for a brief video about my research:



Video link - Dr. Dan Seguin












Recently, I was awarded a grant to investigate the complex associations between meta-emotional styles in same and opposite sex parenting pairs and the corresponding social, emotional and cognitive development of children by using a multi-source multi-method approach. Specifically, from a goodness of fit perspective the direct, indirect, and interactive associations between parental emotional styles and child-based characteristics in the prediction of social-emotional development are being explored in families where the parents are either same or opposite sex.  

I have also been actively involved in research within the areas of social withdrawal and shyness, language development in special populations, meteorology (weather) and emotions across the lifespan, temperament, regulation, and academic readiness during the preschool years.  Collaboratively I have published a book chapter in an advanced Developmental Psychology text, and have published several articles in psychological journals such as Parenting: Science and Practice, Developmental Psychology, Social Development, Canadian Journal of Research in Early Childhood Education, Early Childhood Research Quarterly, Journal of Research and Childhood Education, and Early Child Development and Care. Furthermore, I have presented my research numerous times at international and domestic conferences.

As a result of my broad expertise in the area of parenting, adjustment outcomes for children and social development, I was invited by The Public Health Agency of Canada (PHAC) to join their expert advisory team to help re-design The Nobody’s Perfect Parenting Program. The NPPP provides parenting education and support to parents of young children during the early years, from birth to age five.  We were thoughtful in the re-design to continue to meet the needs of parents who may be young, single, socially or geographically isolated or who have low income or limited formal education. Therefore, the program reaches parents less likely to access resources or supports in the community.  The NPPP consists of a Facilitator’s manual and five specialized books for parents that focus on areas of parenting and child development of most concern to parents. I am also certified with the PHAC to facilitate the NPPP.

Over the last fifteen years, I have successfully supervised a total of sixteen honours thesis projects in the psychology department, twenty master's thesis projects in the area of school psychology, educational psychology, and child and youth studies and one PhD dissertation in educational psychology.  My students always benefit from my hands-on, practical approach. From the conception of their ideas to the delivery of the final document and thesis defense, I offer the support and guidance necessary to develop high-caliber theses. In addition, I have supervised a number of graduate and undergraduate independent research projects, and have published and/or presented empirical data, with my students, in topic-specific journals and at international and domestic conferences. 

I was awarded a substantial grant from the Canadian Foundation for Innovation (CFI).  This grant has enabled me to construct an interview and observation centre within the Psychology department at MSVU.  The centre is equipped with audio visual and computer resources and assists psychology faculty, honours students, school psychology graduate students, and research assistants to conduct their research in a technology-able environment.

A truly enjoyable part of my job is knowledge dissemination.  I have been a regular columnist with the Atlantic Canada based magazine Our Children, have commented on various topics in numerous articles published in specialized magazines (e.g., Today’s Parent, New Outlook Magazine) and newspapers (e.g., Globe and Mail; Daily News) and have appeared on numerous television or radio news segments (e.g., CTV, ATV, Global, CBC News World; FOX News - Chicago) to discuss topics important to social and emotional development of children and wellbeing of families.


Publications and Conference Presentations


Book Chapters

Hipson, W. E., & Séguin, D. G. (2016). Goodness of Fit Model. To appear in: V. Zeigler-Hill, & T. K. Shackelford (Eds.). Encyclopedia of Personality and Individual Differences. New York: Springer.

Rubin, K., Coplan, R., Nelson, L., Cheah, C., & Lagacé-Séguin, D.G.  (1999).  Peer relationships in childhood. In M. Bornstein & M. Lamb (Eds.), Developmental psychology: An advanced textbook - 4th Edition (pp. 451-502).  Hillsdale, N.J.: Erlbaum.


Articles in Refereed Journals

Séguin, D.G., & Hipson, W.  (2015). Unraveling the complex associations between emotional
intelligence and personality in later childhood and early adolescence. Early Child Development and Care. Click here to read this article

Séguin, D.G, & Klimek, V. (2015). Just five more minutes please: Electronic media use, sleep, and behaviour in young children. Early Child Development and Care, 186 (6), 981-1000. Click here to read this article

Hipson, W. E., & Séguin, D. G. (2015). Is good fit related to good behaviour? Goodness
of fit between daycare teacher-child relationships, temperament, and prosocial behaviour. Early Child Development and Care, 186 (5), 785-798. Click here to read this article

Lagacé-Séguin, D.G. & Deleavey, A. (2011).  Memories of Adolescence: Can Perceptions Of Social Supports be Predicted from Baumrind’s Traditional Parenting Typologies? International Journal of Adolescence and Youth., 16, 24-38.

Lagacé-Séguin, D.G. & d’Entremont, M-R. (2010).  A scientific exploration of  positive psychology in adolescence:  The role of hope as a buffer against the influences of psychosocial negativities.  International Journal of Adolescence and Youth, 16, 69-97.

Lagacé-Séguin, D. G. & Case, E. (2010).  Extracurricular Activity and Parental Involvement Predicts Positive Outcomes in Elementary School Children.  Early Child Development and Care, 180 (4), 453-462.

Ellsworth, A. & Lagacé-Séguin, D.G. (2009).  In retrospect:  Is youth grade retention associated with self-esteem and self-efficacy in early childhood? International Journal of Adolescence and Youth, 15, 1-18. Click here to read this article

Lagacé-Séguin, D.G. & Gionet, A. (2009).  Parental Meta-Emotion and Temperament Predict Coping Skills in Early Adolescence. International Journal of Adolescence and Youth, 14, 367-382. Click here to read this article

LaBillois, J. & Lagacé-Séguin, D. (2009).  Does a good fit matter?: Exploring teaching styles, emotion regulation and childhood anxiety in the classroom.  Early Child Development and Care, 179 (3), 303-315. Click here to read this article

Jones, S. & Lagacé-Séguin, D. G. (2006).  I think I can't, I think I can't:  The associations between parental pessimism and children's well-being.  Early Child Development and Care, 176 (8), 849-865.Click here to read this article

Lagacé-Séguin, D.G., & d’Entremont, M.-R. (2006).  The Role of Child Negative Affect in the Relations between Parenting Styles and Non-Adaptive Play.  Early Child Development and Care, 176 (5),461-477.  Click here to read this article

Lagacé-Séguin, D.G. & d’Entremont, M.-R. (2006). Less than optimal parenting strategies predict maternal low-level depression beyond that of child transgressions. Early Child Development and Care, 176 (3&4), 343-355. Click here to read this article

Lagacé-Séguin, D.G., & Coplan, R.  (2005).  Maternal Emotional Styles and Child Social, Adjustment: Assessment, Correlates, Outcomes and Goodness of Fit in Early Childhood. Social Development, 14(4), 613-636. Click here to read this article

Lagacé-Séguin, D.G. & d’Entremont, M.-R. (2005).  Weathering the Preschool Environment: Affect Moderates the Relations Between Meteorology and Preschool Behavior. Early Child Development and Care, 5, 379-394. Click here to read this article

Coplan, R.J., Hastings, P.D., Lagacé-Séguin, D.G., & Moulton, C.E. (2002).  Authoritative and authoritarian mothers' parenting goals, attributions, and emotions across different childrearing contexts. Parenting: Science and Practice, 2, 1-26. Click here to read this article

Lagacé-Séguin, D.G., & Coplan, R.J.  (2001).  Winter weather go away, come again another day!  Meteorology and mothers' perceptions of children's emotions during the winter season. Canadian Journal of Research in Childhood Education, 8.4, 39-50.

Coplan, R.J., Wichmann, C., & Lagacé-Séguin, D.  (2001). Solitary-active play:  A marker variable for maladjustment in the preschool? Journal of Research in Childhood Education, 15(2), 164-172.

Coplan, R.J., Gavinski, M-H., Lagacé-Séguin, D.G., & Wichmann, C.G. (2001).  When girls versus boys play alone:  Gender differences in relations between nonsocial play and adjustment in kindergarten. Developmental Psychology, 34, 464-474.

Coplan, R.J., Barber, A., & Lagacé-Séguin, D.  (1999).  The role of child temperament as a predictor of early literacy and numeracy skills in preschoolers. Early Childhood Research Quarterly, 14, 537-553.

Coplan, R.J., Wichmann, C., Lagacé-Séguin, D., Rachlis, L.M., & McVey, M.K. (1999).  The "degree" of instructor education and child outcomes in junior kindergarten:  A comparison of certified teachers and early childhood educators. Journal of Research in Childhood Education, 14(1), 78-90.


Articles Under Review

Atkinson, E. & Séguin, D. Educators as facilitators of mental health: An investigation of mental health literacy of pre-service teachers.  Canadian Journal of School Psychology.

Bali, V. & Séguin, D. Do Retrospective Memories of Sibling Jealousy and Rivalry Play a Role in
Present Adult Child-Parent Relationships? Journal of Personality and Individual Differences.

Donegani,C. & Séguin, D. Exploring affect and regulation as predictors of conflict in early adolescence. Journal of Research in Adolescence.

Séguin, D. G. & MacDonald, B. The role of emotion regulation and temperament      in the prediction of the quality of social relationships in early childhood. Early Child Development and Care.

Séguin, D.G., Hipson, W., Farbstein, J. Social support impacts the prediction of locus of control for university students differentiated on personality and parenting. Contemporary Educational Psychology.

 

Books Under Review 

 

Séguin, D. & Attwood-Séguin, B. Owen the Day Owl. Annick Press: Toronto

Séguin,D. & Attwood-Séguin, B. Clyde the Rainbow Trout. Owl Kids Books: Toronto
Séguin, D. & Attwood-Séguin, B. Everyone Worries.  Fitzhenry & Whiteside: Markham



Conference Presentations

LeBlanc, L.A. & Séguin, D. G. (2016). Media messages, child development, and theory of mind. To be presented at the SRCD 2016 Special Topic Meeting: Technology and Media in Children’s Development. October 27-30, 2016, University of California, Irvine, CA.

Hipson, W. & Séguin,D. G. (2016). Is good fit related to good behavior? Goodness of fit between teacher-child interaction, child temperament, and preschool children’s social adjustment. To be presented at the International Society for the Study of Behavioural Development. July 10-14, 2016, Vilnius, Lithuania

Lieb, T., Lagacé-Séguin, D.G., Eskritt, M. (2011).  Does Teaching ISL Influence Emotion Regulation in Infancy?  Poster presented at the Society for Research in Child Development, March 31-April 2nd, 2011, Montreal, Quebec.

Lagacé-Séguin, D.G. & d’Entremont, M.-R. (2007, April).  Weathering the environment:  Meteorology and affect predict preschool behavior. Poster presented at the Society for Research in Child Development, Boston, MA, March 29th-April 1st, 2007.

Lagacé-Séguin, D.G. & d’Entremont, M.-R. (2005, April).  The moderating role of child negative affect in the relations between parenting and solitary active play. Presentation at the Society for Research in Child Development, Atlanta, Georgia.

Lagacé-Séguin, D.G. (2003, April). Situational parenting: The relations between maternal Meta-Emotion Philosophy and belief systems across misbehavior and prosocial scenarios.  Society for Research in Child Development, Tampa, Florida, April 24-27th, 2003.

Lagacé-Séguin, D.G. (2002, August).  A novel approach to the study of parenting: The psychometric validation of the Maternal Emotional Styles Questionnaire. Poster presented to the International Society for the Study of Behavioral Development, Ottawa, Ontario, August, 2002.

Lagacé-Séguin, D.G. (2002, August).  An examination of child regulation as a moderator in the association between maternal emotional styles and behavioural adjustment in preschool. Poster presented to the International Society for the Study of Behavioral Development, Ottawa, Ontario, August, 2002.

Lagacé-Séguin, D.G. (2001, April). Weathering the winter: Meteorology and mother's perceptions of children's emotions during the winter season. Poster presented at the Society for Research in Child Development, Minneapolis, Minnesota, April 19-22, 2001.

Lagacé-Séguin, D.G. (2001, April). Fostering emotional wellbeing: examining the relations between parenting beliefs and emotional styles. Poster presented at the Society for Research in Child Development, Minneapolis, Minnesota, April 19-22, 2001.

Coplan, R.J., Gavinski-Molina, M., & Lagacé-Séguin, D.G. (July, 2000). When girls versus boys play alone:  Gender differences in the relations between nonsocial play and adjustment in kindergarten. Paper presented at the biennial Meetings for the International Society for the Study of Behavioral Development.  Beijing, China, July 11-14, 2000.

Lagacé-Séguin, D.G.  (2000, May). Winter weather go away come again another day!  Meteorology and mothers' perceptions of children's emotions. Poster session presented at the 11th Biennial Waterloo Conference on Child Development, Waterloo, Ontario, Canada, May 25-27, 2000.

Lagacé-Séguin, D.G.  (2000, May). Relating parenting styles with maternal beliefs and emotions in response to hypothetical vignettes. Paper presented at the 11th Biennial Waterloo Conference on Child Development, Waterloo, Ontario, Canada, May 25-27, 2000.

Barber, A., & Lagacé-Séguin, D.G.  (1999, April). The role of child temperament as a predictor of early literacy and numeracy skills in preschoolers. Poster session presented at the Biennial Meeting of the Society for Research in Child Development, Albuquerque, New Mexico, April 15-18, 1999.

Lagacé-Séguin, D.G. (1999, April). Bridging the parenting gap: Relations between maternal disciplinary styles, goals, attributions, and emotions. Poster session presented at the Biennial Meeting of the Society for Research in Child Development, Albuquerque, New Mexico, April 15-18, 1999.

Lagacé-Séguin, D.G. (1999, March). Maternal disciplinary styles and  beliefs: Conceptual and theoretical links. Poster session presented at the Carleton University Conference on Child Development, Ottawa, Ontario, Canada, March 26, 1999.

Lagacé-Séguin, D.G., Coplan, R., & Wichmann, C.  (1998, May). Shyness and the "eye of the beholder":  Gender differences in observations and teacher responses to nonsocial play. Presented at the 10th Biennial Waterloo Conference on Child Development, Waterloo, Ontario, Canada, May 7-9, 1998.